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1.
Michael Goh Baozhen Xie Kay Herting Wahl Gulan Zhong Fengqin Lian John L. Romano 《International journal for the advancement of counseling》2007,29(3-4):187-202
In this study 1,453 Chinese high school and college students’ attitudes toward seeking professional psychological help and
factors contributing to attitude differences were examined. Results revealed that Chinese students possessed generally positive
attitudes and their attitudes were significantly associated with gender, prior counseling contact and prior knowledge about
counseling and psychology. Previous help-seeking behavior for a major problem was predictive of respondent attitudes. Students
with a broad range of help-seeking preferences had more positive attitudes than students with a narrower range. Students who
sought help from parents or teachers perceived counseling more positively than students not seeking such help; this result
was more significant for high school students. College students’ attitudes differed more in the area of whether or not to
seek help. In addition, family structure was related to two dimensions of attitudes toward help seeking—interpersonal openness
and stigma tolerance, but not to attitudes toward seeking psychological help. 相似文献
2.
Arthur H. Friedman Robert B. Bloom 《Community College Journal of Research & Practice》2013,37(1):53-72
A total of 165 faculty from 8 of the 9 colleges in the Virginia Community College System that offer educational programs to prisoners were tested to investigate attitudes toward correctional inmates and willingness to participate in off‐campus programs at correctional institutions. Attitudes were defined operationally as scores on a 17‐item semantic differential with “correctional inmate” as the concept and a 12‐item Likert rating scale, both developed specifically for use in the study. Via an orientation program designed to provide contact among faculty, inmates, and the correctional environment, the attitudes of a portion of the sample were significantly altered. Generally faculty who consider their prior contact with inmates to be greater than average and those who have had experience teaching in correctional settings express more favorable attitudes. In addition, black faculty members and assistant professors score higher (more positively) on evaluative criteria than white faculty members and those of the other academic ranks. The age, sex, and years teaching experience of faculty were not found to be significant variables in their attitudes toward inmates. 相似文献
3.
为了解服刑犯人心理健康状况,采用症状自评量表(SCL-90)对监狱内290名男性服刑犯人进行问卷调查。结果表明,服刑犯人在SCL-90上的总分以及躯体化、人际关系、抑郁、焦虑、敌对、恐怖、偏执、精神病性8项因子上得分显著的高于全国常模。刑期对服刑犯人的心理健康有一定的影响,因此有必要加强对服刑犯人的心理健康教育和心理援助工作。 相似文献
4.
男性服刑人员社会支持和应付方式的研究 总被引：1，自引：0，他引：1
采用社会支持评定量表和应付方式问卷对242名男性服刑人员的社会支持及应付方式进行问卷调查。结果表明:(1)解决问题与社会支持各维度存在显著正相关;自责与社会支持总分等存在显著负相关。(2)解决问题与年龄、文化程度存在显著正相关;自责、幻想、合理化、社会支持总分等与服刑时间存在显著负相关。(3)无前科的服刑人员的社会支持总分和主观支持得分显著高于有前科的服刑人员;无前科的服刑人员的自责得分显著低于有前科的服刑人员。(4)有配偶的服刑人员的社会支持总分等显著高于没有配偶的服刑人员;有配偶的服刑人员的解决问题、求助的得分显著高于没有配偶的服刑人员。 相似文献
5.
A questionnaire measuring attitudes toward mainstreaming was completed by teachers and parents at two primary schools, one of which had initiated a mainstreaming program in Year 1 classes. Results indicated that attitudes of parents and teachers at this school were more negative than those of their counterparts at the school with no mainstreaming program. Despite this apparent relationship between contact with disabled children and a negative attitude towards mainstreaming, a significant association was found between amount of experience with disabled children and a positive attitude towards mainstreaming. Among explanations proposed for these discrepant findings is the suggestion that attitudes expressed prior to experience with mainstreaming may not be an accurate guide to views held after its implementation. 相似文献
6.
本研究为了解天水监狱在押男犯的人格特征,为犯罪行为的预测和矫正提供心理学依据,采用《中国罪犯心理测试个性分测验》（COPA—PI）对天水监狱在押男犯320人进行测试。结果表明：在押男犯在内外倾、情绪稳定性、同众性、报复性、信任感、同情心、心理变态倾向7个因子上均与全国男性罪犯常模有显著性差异;不同的文化水平影响COPA—PI得分,且受教育程度越高,其人格越稳定,不易偏离正常。 相似文献
7.
The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond. 相似文献
8.
This study was undertaken to determine the attitudes of secondary regular schoolteachers towards the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organisation in Delhi, returned the completed survey. A two‐part questionnaire was used in this study. Part one gathered information relating to personal and professional characteristics of the teachers. Part two was a 16‐item Likert scale titled, Attitudes towards Inclusive Education Scale. The major finding of the study was that the teachers in Delhi had positive attitudes towards the inclusion of students with special needs. This study also indicated that the teachers who were more positive about inclusive education were male, younger teachers (less than 40 years of age), less experienced (less than 10 years) and had postgraduate qualifications. In addition, the teachers who had a contact with a person with a disability and those who did not have a focus on disability during their preservice teacher education programmes were more positive towards inclusive education. 相似文献
9.
A study was conducted to test the effects of indirect contact through book reading on the improvement of Italian students' attitudes, stereotypes, and behavioral intentions toward immigrants. The results indicated that adolescents who read a book concerning intercultural topics, compared to those who read a book unrelated to intercultural themes or to those who did not read any book, showed improved intergroup attitudes, reduction in stereotyping, more positive intergroup behavioral intentions, and an increased desire to engage in future contact. Furthermore, the effects of indirect contact were mediated by increased inclusion of other in the self and reduced group identification. Theoretical and practical implications of the findings are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
10.
Kaylee P. Richmond 《American journal of sexuality education》2020,15(1):1-24
AbstractA greater understanding of how sexual consent is learned may be important in informing interventions to decrease sexual assault and ensure pleasurable sexual experiences. This study explored the role of quality and quantity of perceived sex education in relation to sexual consent attitudes, intentions, and behavior. Greater perceived sex education was associated with positive attitudes toward consent for all participants and with intentions to obtain consent only for those with fewer years of general education. Interestingly, perceived sex education was unrelated to a test of sexual knowledge. However, objective sexual knowledge was associated with consent attitudes and behaviors. 相似文献
11.
Umesh Sharma Sadia Shaukat Brett Furlonger 《Journal of Research in Special Educational Needs》2015,15(2):97-105
This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region. 相似文献
12.
This comparative study explores the attitudes of children towards deaf children, children in wheelchairs and blind children in Greece and in the UK. A total of 463 children participated in this study, with 229 children from Greece and 234 children from the UK, in the fifth and sixth grades in primary schools. The views of the children were elicited with the use of an attitude scale. The roles of prior contact and current contact were examined. Results indicated that all children were positive towards the three categories of children and that girls were more positive than boys. Comparative findings showed that children's attitudes in the two countries differed in several ways. Children in Greece were more positive than children in the UK. However, children attending schools with special education units in Greece held more negative attitudes than children attending schools with special education units in the UK. Also, children in Greece who had prior contact with deaf children were less favourable towards deaf children compared with children in the UK. Furthermore, the results indicated that children held positive attitudes at a superficial level, expressing mostly social and emotional concern, and not a willingness to interact with these children. The findings stimulate a discussion regarding the impact of sociocultural characteristics upon children's attitudes towards children with special educational needs. 相似文献
13.
This investigation examined 10th‐grade biology students' decisions to enroll in elective science courses, and explored certain attitudinal perceptions of students that may be related to such decisions. The student science perceptions were focused on student and classroom attitudes in the context of differing learning cycle classrooms (high paradigmatic/high inquiry, and low paradigmatic/low inquiry). The study also examined possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. The specific purposes were to: (a) explore possible differences in students' decisions, and in male and female students' decisions to enroll in elective science courses in high versus low paradigmatic learning cycle classrooms; (b) describe patterns and examine possible differences in male and female students' attitudinal perceptions of science in the two course contexts; (c) investigate possible differences in students' science perceptions according to their decisions to enroll in elective science courses, participation in high versus low paradigmatic learning cycle classrooms, and the interaction between these two variables; and (d) examine students' explanations of their decisions to enroll or not enroll in elective science courses. Questionnaire and observation data were collected from 119 students in the classrooms of six learning cycle biology teachers. Results indicated that in classrooms where teachers most closely adhered to the ideal learning cycle, students had more positive attitudes than those in classrooms where teachers deviated from the ideal model. Significantly more females in high paradigmatic learning cycle classrooms planned to continue taking science course work compared with females in low paradigmatic learning cycle classrooms. Male students in low paradigmatic learning cycle classrooms had more negative perceptions of science compared with males in high paradigmatic classrooms, and in some cases, with all female students. It appears that using the model as it was originally designed may lead to more positive attitudes and persistence in science among students. Implications include the need for science educators to help teachers gain more thorough understanding of the learning cycle and its theoretical underpinnings so they may better implement this procedure in classroom teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1029–1062, 2001 相似文献
14.
文章旨在了解服刑人员的人性观,为矫治服刑人员的犯罪心理提供心理学依据。方法是以《人性的哲学修订量表》（Wrightsman,1974）为主要的调查工具,对200名进监不足一年的服刑人员进行人性的哲学的调查,并以80名在校大学生为对照。结果表明：服刑人员在愤世嫉俗因子上得分极其显著地高于大学生;在值得信任因子上,犯故意杀人罪、财产罪和盗窃罪的服刑人员之间有明显的差异,所有服刑人员与大学生也存在极其显著的差异。文章得出如下结论：服刑人员对他人的行为的看法,一方面表现为偏激、非理性;而另一方面也表现出盲目信从的特点。 相似文献
15.
Using cluster analysis of Adolescent Time Attitude Scale (ATAS) scores in a sample of 300 adolescents (M age = 16 years; SD = 1.25; 60% male; 41% European American; 25.3% Asian American; 11% African American; 10.3% Latino), the authors identified five time attitude profiles based on positive and negative attitudes toward the past, present, and future. Four of the profiles identified in the present study were conceptually similar to profiles that emerged in a study in a German sample. Adolescents with profiles characterized by higher positive attitudes than negative attitudes (i.e., Positive, Optimistic, and Balanced) reported more favorable educational and psychological outcomes than did adolescents with profiles marked by higher negative attitudes (i.e., Negative and Pessimistic). These findings provide support for the generalizability of time attitude profiles and the pattern of relationships between ATAS profiles and other constructs. 相似文献
16.
In our continuously changing society, a need for updating one’s skills and knowledge puts pressure on safeguarding the labour
market position of low-qualified employees. However, prior research and official statistics show that employees with a lower
level of education tend to participate less in training than highly-educated individuals. This limited participation is associated
with employers offering fewer opportunities to low-qualified employees, but also with the fact that low-qualified employees
themselves might be less willing to participate. In other words, their learning intentions are assumed to be weaker and more
restricted than the learning intentions of highly-educated employees. The article reports on a quantitative survey research
on the learning intentions of 406 low-qualified employees. The results showed that employees who participated in formal job-related
learning activities during the last 5 years had a stronger learning intention than those who did not. Next, the results of
the stepwise regression showed that self-directedness, financial benefits, self-efficacy, and autonomy were significant positive
predictors of the learning intentions of low-qualified employees. Also, the limited number of possibilities or opportunities
to learn was not significant. The results indicated that a learning intention can lead towards the participation in learning
activities, but participation is not merely initiated by offering opportunities for learning. Organisational aspects such
as job autonomy and financial benefits can stimulate the learning intention of an employee. Finally, regarding the socio-demographic
variables, only limited differences were found. In short, employees with no educational qualifications and a full-time contract
had the lowest intention to learn. 相似文献
17.
A more humanistic approach toward dissection has emerged. However, student attitudes toward this approach are unknown and the influences on such attitudes are little understood. One hundred and fifty-six first-year medical students participated in a study examining firstly, attitudes toward the process of dissection and the personhood of the cadaver and secondly, the extent to which gender, anxiety, exposure to dissection, bereavement and prior experience of a dead body influenced these attitudes. Attitudes toward dissection were assessed by of levels of agreement toward eleven statements and by selection of adjectives describing possible feelings toward dissection. Students were asked about recent bereavement, whether they had seen a dead body prior to starting their course and exposure to dissection when completing the questionnaire. Validated instruments were used to measure disposition toward generalized anxiety (Hospital Anxiety and Depression Scale) and toward death anxiety (Collett-Lester Death Anxiety Scale). Between 60% and 94% of students held positive attitudes toward the process of dissection and over 70% of students selected 2 or fewer negative adjectives. Students' attitudes toward the personhood of the cadaver were more disparate. Disposition toward anxiety (particularly death anxiety), and exposure to dissection, influenced attitudes. Female gender and recent bereavement exerted a negative influence. Students with higher levels of anxiety experienced more negative feelings and those recently bereaved were less enthusiastic about dissection. Anticipation of dissection may be worse than reality. Sensitive preparation of students prior to entering the dissecting room for the first time may be beneficial. 相似文献
18.
目的:了解监狱服刑人员的心理状况及其相关因素,为教育改造服刑人员提供心理学依据。方法:采用抑郁自评量表(SDS)、焦虑自评量表(SAS)、自编一般情况调查表,对河南省某监狱395例男性服刑人员进行评定。结果:(1)服刑人员的焦虑和抑郁水平普遍高于全国常模;(2)抑郁和焦虑总分与文化程度、收入水平、子女个数显著相关;(3)家庭住址、文化程度、不同职业和已服刑期在抑郁和焦虑水平上存在显著差异。结论:服刑人员的心理健康存在明显异常,应加强心理咨询和疏导。 相似文献
19.
《British Journal of Special Education》1996,23(3):139-144
Teachers' perceptions of their pupils are likely to have significant effects on children's performance and self-concepts. Previous research on expectations of, and attitudes towards, pupils with severe learning difficulties (SLD) has generally shown that teachers perceive such children less positively than nondisabled children. One of the methods that practitioners and researchers have used to influence teachers' perceptions of children with SLD is an education or information-based approach. In the present study, 100 female student teachers completed questionnaires that measured their attributions, expectations, behavioural intentions and emotional responses to children with SLD. The results showed that there were very few differences in the perceptions of students who had completed the Special Educational Needs (SEN) module of their training course compared with students who had not yet completed the module. However, those students with higher levels of previous contact with children with SLD were generally more positive than those with little or no previous experience. The implications of the present findings for teacher training in SEN are discussed. In addition, methodological implications for research on the evaluation of mainstreaming and other research involving the measurement of teachers' perceptions of children are highlighted. 相似文献