共查询到20条相似文献，搜索用时 15 毫秒
1.
Maria S. Poulou 《教育心理学》2014,34(3):354-366
Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students’ global personality characteristics and social skills in the occurrence of emotional and behavioural difficulties. Five hundred fifty-nine students aged 12–14?years, completed the Trait Emotional Intelligence Questionnaire–Adolescent Short Form (TEIQue–ASF), the Matson Evaluation of Social Skills with Youngsters (MESSY), and the Strengths and Difficulties Questionnaire (SDQ). Students with higher trait emotional intelligence and stronger social skills were less likely to present emotional and behavioural difficulties. Trait emotional intelligence along with the acquisition of social skills were influential factors of students’ emotional and behavioural difficulties. The study presents a heuristic model for the interpretation of students’ emotional and behavioural difficulties and discusses implications for educators to improve the quality of students’ lives in schools. 相似文献
2.
The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs. 相似文献
3.
Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD. 相似文献
4.
采用匹兹堡睡眠质量指数（PSQI）量表对云南民族高校大学生进行随机调查,了解其睡眠质量现状,结果显示：大学生PSQI总分为5.69±2.90,其中汉族大学生PSQI总分为5.42±2.676,少数民族大学生为6.05±3.149;睡眠质量问题发生率为24.5%,其中汉族大学生为18.9%,少数民族大学生为31.8%;男女生PSQI总分差异无统计学意义（P〉0.05）;不同专业大学生PSQI总分差异有统计学意义（P〈0.05）,理工类大学生睡眠质量较差,体育类大学生睡眠质量较好.说明云南民族高校大学生总体睡眠质量一般,亟待提高,睡眠质量问题发生率较高,少数民族大学生尤为突出,为此,提出的对策措施是：增强民族大学生的睡眠卫生意识,多参与体育锻炼,优化宿舍环境. 相似文献
5.
Maria S. Poulou 《Asia Pacific Education Review》2014,15(2):191-198
Children’s emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework to interpret students’ emotional and behavioural difficulties in schools, by taking into consideration teacher–student relationships, students’ social and emotional skills and classroom context. Based on Bronfenbrenner’s bioecological model, according to which process, person and context are the main sources of children’s development, the current paper combines three theoretical approaches: firstly, in terms of process, the systems communication approach referring to teacher–students’ relationships; secondly, in terms of person, the Social and Emotional Learning, which refers to children’s social and emotional competences and skills; and thirdly, in terms of classroom context, the achievement goal theory, with emphasis on mastery classroom goal structure. The derived framework provides a means to capture the dynamic multidimensional process through which emotional and behavioural difficulties arise. This perspective provides educators with a comprehensive theoretical and practical preventative tool for emotional and behavioural difficulties. 相似文献
6.
The role of an educational and child psychologist involves the promotion of mental health and wellbeing. While adolescents who have insomnia are usually referred to Primary Healthcare services, it might be argued that insomnia can be seen as a barometer of psychological wellbeing and should warrant a psychological intervention. A search of PSYCHINFO and Medline revealed that interventions carried out thus far with adolescents who have difficulty initiating and/or maintaining quality sleep include Sleep Hygiene and Sleep Education, Cognitive Behavioural and Multi Component interventions. In this review it will be posited that using multi-modal approaches which are tailored to specific needs may have the most positive outcomes in the treatment of insomnia, by helping adolescents to develop a sense of self-efficacy and emotional regulation in the context of family and peer support. Educational and child psychologists are ideally placed to offer this type of input to adolescents with insomnia. 相似文献
7.
Pam Maras Amy Moon Taveeshi Gupta Nicole Gridley 《Emotional and Behavioural Difficulties》2013,18(4):362-380
The relationship between materialism and social-emotional behavioural difficulties (SEBDs) was assessed by comparing a sample of adolescents receiving in-school behavioural support with adolescents not receiving any support. All participants completed the Youth Materialism Scale and the Strengths and Difficulties Questionnaire. Binary logistic regression indicated that adolescents who reported higher levels of materialism were more likely to be classified into a group considered ‘at-risk’ for developing conduct and peer problems. Hierarchical logistic regression assessed the moderation of behavioural support and indicated that adolescents in receipt of behavioural support who reported higher levels of materialism were at a greater risk of hyperactivity in comparison to those who receive support but reported lower levels of materialism. For adolescents not receiving behavioural support, less materialistic attitudes placed them at a greater risk of hyperactivity. These findings highlight the importance of distinguishing between different SEBD typologies and the potential effects of materialism during adolescence. 相似文献
8.
9.
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
10.
Martin Pinquart Jens P. Pfeiffer 《International Journal of Disability, Development & Education》2012,59(2):145-155
The present study compared psychological adjustment of 158 adolescents with vision impairment and 158 sighted adolescents with a matched-pair design using the Strengths and Difficulties Questionnaire. Adolescent self-reports and teacher reports on emotional problems, peer problems, and total difficulties showed higher scores in students with vision impairment than in sighted students. However, the size of between-group differences was small, and adolescents who are blind and their peers with low vision showed similar levels of psychological adjustment. In addition, older students reported more emotional problems than younger students. Furthermore, differences between self-reported emotional problems of students with and without vision impairment were stronger in older participants. In both groups, girls showed more emotional problems and less conduct problems than boys. We conclude that most students with vision impairment are well adjusted but a minority may benefit from psychological interventions. 相似文献
11.
Mahmoud Mohamed Emam Ali Mahdi Kazem Abdulqawi Salim Al-Zubaidy 《Emotional and Behavioural Difficulties》2016,21(3):314-328
Children with emotional and behavioural difficulties (EBDs) began to receive considerable attention in several countries in the Middle East and North Africa region including Oman. In the Omani context, there is lack of valid assessment instruments which can be used to obtain information on EBDs in schools. The current study used the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) to examine EBDs in a sample of middle school students. 816 middle school students from both genders, who were randomly selected from different schools in two big cities in Oman, filled out the A-SDQ. Results provided initial evidence of good psychometric properties of the A-SDQ reflecting that it can be a valid tool for use in schools in Oman. Further, the participants reported moderate to high rates of EBDs as measured by the different subscales of the A-SDQ. Significant gender differences were found in students self-report of EBDs. Compared to boys, girls reported more emotional symptoms, less conduct and peer problems. Implications of the study findings for the identification of students with EBDs in schools in Oman are presented. 相似文献
12.
ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
13.
Daniel E. Vigo Guido Simonelli Ianina Tuñón Daniel Pérez Chada Daniel P. Cardinali Diego Golombek 《Mind, Brain, and Education》2014,8(4):175-181
Sleep in adolescents has been shown to be an important factor when looking at physical, mental, and social well‐being. Little evidence is found regarding sleep patterns in adolescents from households facing extreme poverty, where conditions such as crowding, poor housing, sanitation or education, and precarious employment set an adverse environment for sleep. In this study, we sought to assess in a nationwide sample comprised of 1,682 adolescents from Argentina, how the presence of extreme poverty—as defined by the presence of unsatisfied basic needs (UBN)—affects the relationship of sleep duration with school, work, and other daily activities. A global high prevalence of short sleeping time, a slight increase of sleep time in adolescents with UBN, and different patterns of wake activities that predict sleep deficit, depending on the presence of UBN, were found. The poor academic achievement, increased risk of accidents, and adverse health outcomes associated with sleep deprivation support the view that sleep is an additional unsatisfied basic need that worsens living conditions at this age. The results may help to design public health policies that contribute to ameliorate this adverse situation. 相似文献
14.
《Journal of College Student Psychotherapy》2013,27(4):295-306
Both sleep deprivation and poor sleep quality are prominent in American society, especially in college student populations. Sleep problems are often a primary disorder rather than secondary to depression. The purpose of the present study was to determine if sleep deprivation and/or poor sleep quality in a sample of nondepressed university students was associated with lower academic performance. A significant negative correlation between Global Sleep Quality score (GSQ) on the Pittsburgh Sleep Quality Index and grade point average supports the hypothesis that poor sleep quality is associated with lower academic performance for nondepressed students. Implications for both the remedial (assessment and treatment) and preventive (outreach) work of college and university counseling centers is discussed. 相似文献
15.
大学生睡眠质量及影响因素分析 总被引：1，自引：0，他引：1
为了解大学生睡眠质量状况及影响因素,为有针对性地实施健康教育和指导提供参考依据,采用分层整群抽样方法,以匹兹堡睡眠质量指数量表和自行设计调查表作为调查工具,对丽水学院抽取的1420名在校大学生进行问卷调查。结果显示：大学生PSQI平均分为6．50±1．78,睡眠障碍者（PSQI≥8）324人,检出率为23．62％,男、女生睡眠障碍检出率分别为21．13％、25．87％,女生明显高于男生;睡眠质量问题在性别、城乡、学科、年级间都存在差异,女生的睡眠质量明显不如男生（P〈0．01）、来自农村生源学生不如城镇生源学生（P〈0．05）、文科类学生明显不如理科类学生（P〈0．01）、大一大四学生明显不如大二大三学生（P〈0．001）。睡眠质量问题主要表现在日间功能障碍、睡眠时间、睡眠质量、入睡时间等4个方面。有睡眠障碍大学生自评影响其睡眠质量因素,列前4位分别是睡眠环境、上网时间、作息规律和学习压力。认为大学生睡眠质量问题较为严重,学校领导和相关教师应给予高度关注。 相似文献
16.
This study examines frequency, overlap, and genetic and environmental influences on sleep difficulties, which are understudied in school-aged children. The Sleep Self Report and the Children's Sleep Habits Questionnaire were completed by 300 twin pairs (aged 8 years) and their parents. Child report suggested more frequent sleep problems than parent report (e.g., regular sleep onset delay was reported by 45% of children and 17% of parents). Associations between most of the sleep difficulties were small but significant (e.g., r(s)=.16 for parent report of bedtime resistance and sleep onset delay). Twin correlations based on parent reports suggest greater genetic influence (M=50%) than those based on child self-report (M=18%). Possible rater effects should be considered when evaluating children's sleep problems. 相似文献
17.
《Emotional and Behavioural Difficulties》2013,18(2):137-160
Abstract The study explored prospective teachers’ concerns about KEYW ORDS pupils’ emotional and behavioural difficulties, their perceptions of self-efficacy in dealing with them and their coping strategies. The modification of prospective teachers’ perceptions across four levels of teacher training was also examined. Two hundred and eighty-four Greek prospective teachers completed an inventory presenting vignettes on pupils’ behaviour problems. It was found that prospective teachers were concerned about conduct and mixed difficulties, felt efficient in dealing with emotional difficulties, and suggested supportive coping strategies to handle them. These findings were consistent across the four levels of teacher training. The study is discussed in terms of its contribution to understanding prospective teachers’ decisions about emotional and behavioural difficulties, with regard to teacher training programmes. 相似文献
18.
Erkko Sointu Matthew C. Lambert Philip D. Nordness Renata Geležinienė Michael H. Epstein 《欧洲特需教育杂志》2018,33(1):73-85
In schools, screening is an effective method to identify students at-risk for emotional and behavioural disorders. Several intervention programmes such as Positive Behaviour Interventions and Supports, Response to Intervention, and Multi-tiered Systems of Supports call for the use of psychometrically sound screening instruments. This study investigated diagnostic utility of a brief (10-item) screener, the Emotional and Behavioural Screener (EBS) with a sample 312 Lithuanian students. The Strengths and Difficulties Questionnaire was used as a reference point for the investigation. Diagnostic utility statistics (i.e. overall agreement, misleading negatives, sensitivity, specificity and area under the receiver operating characteristic curve) were used to evaluate the usefulness and validity of the EBS. The results indicate, that majority of the diagnostic utility statistics thresholds were met; however, some gender differences were found. In sum, the EBS appears to be an accurate screener discriminating students not at-risk and at-risk for emotional and behavioural problems. Study limitations, future research directions and implications are discussed. 相似文献
19.
The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated. 相似文献
20.
This study examines the developmental trajectories of ability and trait emotional intelligence (EI) in the Portuguese secondary school. Within a three-wave longitudinal design, 395 students (M age ?=?15.4; SD?=?.74) completed both the Emotional Skills and Competence Questionnaire (ESCQ) and the Vocabulary of Emotions Test (VET). Results revealed that EI exhibited different developmental trajectories during late adolescence according to the type of measure used, while students’ VET levels evidenced an increase during secondary school, their ESCQ levels remained stable during this period. Moreover, students’ gender, verbal indicator, and type of school (public vs. private) have no significant effect on their rate of EI change, whereas students from lower sociocultural and lower professional status backgrounds demonstrated significantly greater increases on the ESCQ and VET compared to higher status adolescents. The results are examined in the context of adolescent emotional development. 相似文献