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1.
Two studies compared students with a mild learning disability who were enrolled in the Israeli version of self‐contained classes, with comparable peers who were assigned to mainstreamed classes. The first sample comprised 33 pupils in self‐contained and 34 children in mainstreamed elementary school classes. The second sample consisted of 20 high school students in self‐contained and 21 students in regular classes. The data did not support the contention that student growth was fostered more readily in the self‐contained classes. Students of these classes tended to have somewhat higher academic self‐concept, whereas their academic attainment was generally similar to the academic performance of mainstreamed students. Results were discussed in terms of learning opportunities extended to students in the self‐contained classroom.  相似文献   

2.
This study investigates the joint impact of personality characteristics and self‐efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre‐clinical years. The students’ grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self‐discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self‐efficacy (students’ belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self‐discipline (positively related) and social activity (negatively related) for these students’ perceived academic achievement. Additionally, we found a positive contribution of self‐efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.  相似文献   

3.
The perceptions of Mexican American students’ school attitudes toward the community college and high school experiences were examined in relation to a high‐USPI (unequal social power influence) environment (higher percentage of Anglos than Mexican Americans) and a low‐USPI environment (lower percentage of Anglos than Mexican Americans). A three‐factor analysis of variance indicated significant differences in attitudes and school experiences.  相似文献   

4.
Students living in foster care are at risk for experiencing many challenges in school, spanning domains of social–emotional, behavioral, and academic functioning. They are twice as likely to be absent from school and to have received and out‐of‐school suspension and up to three and a half times more likely to receive special education services. Therefore, it is important for schools to recognize and respond to the unique needs of students in foster care to provide the necessary resources for school success. When working with students in foster care, school psychologists should be equipped to support the success of these students by determining what the needs of students in foster care are, and how to meet identified needs. The current paper will discuss the education‐related vulnerabilities and presenting problems for children in foster care and outline social–emotional, behavioral, and academic supports that school psychologists can offer.  相似文献   

5.
This study evaluated the degree to which a range of social emotional learning skills—academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress— could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses.  相似文献   

6.
This study examined how perceived social support from parents, classmates, and teachers jointly and uniquely predicted psychopathology (i.e., internalizing and externalizing symptoms) and wellness (i.e., life satisfaction) in a sample of 390 middle‐school students. This study also explored the protective nature of high student academic achievement in the relationship between social support and mental health. Social support was a significant predictor of all mental health outcomes, particularly life satisfaction. Although classmate and teacher support were significant unique predictors of students' internalizing and externalizing symptoms, respectively, parent support emerged as the strongest predictor of all indicators of mental health. Academic achievement moderated the direction and strength of the relationships between externalizing behavior and (a) classmate support, and (b) parent support, respectively. Specifically, classmate support emerged as adaptive for average‐ and high‐achieving students only, whereas academic achievement functioned as a protective factor against the manifestation of externalizing psychopathology among students with low parental support. Implications for school psychologists and directions for future research are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

7.
The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery‐approach and less mastery‐avoid achievement goals. Academic achievement (standardized test scores) did not relate with boys’ or girls’ focus toward school. These findings suggest that academic motivation, but not achievement, correspond with self‐perceptions of school as being a place to learn or school as a place for social interactions.  相似文献   

8.
Using structural equation modeling techniques, this exploratory study investigated the differences in the factor structure of academic self‐perceptions in a sample of gifted students and within a general population of students. The factor structure exhibited partial measurement invariance, suggesting that two of the items on the factor work differently in the gifted sample than in the sample from the general population. The gifted sample demonstrated higher academic self‐perceptions than the general school sample and higher self‐reported GPAs than the general school sample. However, the relationship between academic self‐perceptions and self‐reported GPA was invariant across groups. For both gifted students and the general population of high school students, GPA and academic self‐perceptions were moderately and positively related. Therefore, although there are large mean differences between gifted students and the general population of students on the academic self‐perceptions scale, the structure of the relationship between academic self‐perceptions and GPA was similar.  相似文献   

9.
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   

10.
In recent decades, increasing attention has been paid to the number of adolescents experiencing extended absences from school due to mental health crises. Upon returning to school, these students often face difficulties in functioning, risk of relapse, and vulnerability to academic failure and social isolation. This paper presents results of a study examining a school‐based support program model designed to provide short‐term academic, social, and emotional support to help students successfully reacclimatize to school after an extended absence. The paper describes demographic, academic, and clinical characteristics of 189 program participants across eight high schools. Improvements were observed in participants’ day‐to‐day functioning based on the results of pre/postassessments completed by program clinicians. Preliminary data showed positive trends in participants’ school attendance and high school graduation rates. Finally, the paper considers implications for school‐based mental health practice and next steps in related research.  相似文献   

11.
This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; M(age) = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican descent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed.  相似文献   

12.
This current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow‐up of minority and low‐income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance: high‐school graduation, matriculation in an institution of higher learning, and completion of a college degree. Findings support the value of multiple forms of identification, specifically in problem‐solving, teacher identification of leadership ability, and grade point average. The study also evaluates the impact on academic outcomes of a long‐term, university/school pre‐college partnership program for middle‐ and senior‐high‐school underrepresented gifted. Results show a significant relationship between the level of student involvement in program activities and successful achievement of academic outcomes.  相似文献   

13.
Self-ratings of behavioural engagement, cognitive engagement and school burnout were used in person-centred analyses to identify latent profiles among 2,485 Finnish lower-secondary school students. Three profiles were identified: high-engagement/low-burnout (40.6% of the sample), average-engagement/average-burnout (53.9%), and low-engagement/high-burnout (5.5%). Another sample of lower-secondary school students was used to validate the 3 profiles. The factors most strongly associated with the high-engagement/low-burnout profile of lower-secondary school students’ were high levels of support from teachers and family, good academic performance, and lack of truancy. The study indicated that teacher and family support and students’ academic achievement are pivotal in understanding student engagement and school burnout.  相似文献   

14.
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.  相似文献   

15.
The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school‐aged students. Data were obtained with reference to curricular, instructional, physical and peer support mechanisms. Item affectivity and multivariate analysis of variance revealed that significant differences were evident in student’s perceptions in regard to academic versus social support mechanisms. Support mechanisms rated highly by students in terms of positive academic and social outcomes often represented traditional teaching values. Conversely, support mechanisms such as one‐to‐one assistance from teacher assistants or volunteers were perceived as positive in terms of completing classroom activities, but of limited value in establishing friendships with peers. The SPCS not only provides researchers, clinicians and educators with a method of objectively evaluating students’ perceptions of support mechanisms, but also as a method of developing effective practical applications for students included in regular classrooms.  相似文献   

16.
The present study examined the implications of grade retention (repeating a grade) and social promotion (automatic promotion to the next grade each year) for high school students’ academic and non‐academic outcomes. Based on data from 3261 high school students, structural equation modeling demonstrated that, after controlling for interactions with other factors, demographic covariates and ability, there were significant (p < 0.001) main effects of grade retention. In terms of academic factors, grade retention was a significant negative predictor of academic self‐concept and homework completion and a significant positive predictor of maladaptive motivation and weeks absent from school. In terms of non‐academic factors, grade retention was a significant negative predictor of self‐esteem but was not significantly associated with relationship with peers. In follow‐up analyses using a sub‐sample of retained (n = 186) and promoted (n = 186) students matched by ability, age and gender, findings were confirmed and with stronger effects on some factors. For nations and systems emphasizing grade retention and for those emphasizing social promotion, findings have implications for educational practice, policy and theories of child and academic development.  相似文献   

17.
The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self‐esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent–child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self‐esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 387–400, 2006.  相似文献   

18.
Peer‐mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer‐reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI.  相似文献   

19.
This study investigates the relationships among stress, coping, and mental health in 139 students participating in an International Baccalaureate (IB) high school diploma program. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self‐efficacy) and negative indicators (psychopathology) of adolescent social‐emotional and school functioning. Findings include that students in an IB program perceive significantly more stress than a sample of 168 of their general education peers, and that specific coping styles are differentially related to mental health outcomes in this subgroup of high‐achieving high school students. Furthermore, coping styles (specifically, anger and positive appraisal) moderate the influence of stress on global life satisfaction and internalizing symptoms of psychopathology. © 2008 Wiley Periodicals, Inc.  相似文献   

20.
Data from a survey of 2,431 students attending high schools in Hawaii indicated that students agreed with their parents’ wishes for post-high school occupation. Females tended to choose more academic post-high school destinations than males. An inverse relationship between academic high school curricula and post-high school academic goals was found, probably due to the fact that females were academically upwardly mobile. The need for financial assistance tended to decrease academic aspirations. It was concluded that knowledge of parental values, differences in academic aspirations between males and females, financial need, and a student’s high school curriculum would be valuable in helping students select post-high school destinations.  相似文献   

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