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1.
Anne Williford Paula J. Fite Debbie Isen Jonathan Poquiz 《Psychology in the schools》2019,56(8):1301-1317
The purpose of the present study is to examine whether physical and relational victimization negatively impacts indicators of school climate–students’ perceptions of school safety, their attachment to school, and their help‐seeking behavior–and whether gender moderates these associations. Using a sample of 361 third through fifth‐grade students recruited from six public elementary schools, results reveal that relational and physical victimization were both uniquely associated with lower levels of school safety and school attachment, with stronger associations between school attachment and relational victimization. However, only physical victimization was negatively associated with help‐seeking, suggesting that physical victimization is more influential on help seeking as compared with relational victimization. Gender moderated the relationships between victimization and school attachment and help‐seeking with differences by form noted. No gender differences were evident in associations between the forms of peer victimization and school safety. Implications for prevention and intervention in schools are discussed. 相似文献
2.
Verónica López Javier Torres‐Vallejos Boris Villalobos‐Parada Tamika D. Gilreath Paula Ascorra Marian Bilbao Macarena Morales Claudia Carrasco 《Psychology in the schools》2017,54(9):991-1003
Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school‐related factors most contribute to explaining students’ perception of school safety, and how they relate to community‐related factors such as neighborhood safety. The purpose of this study was to understand the factors associated with Chilean elementary and middle school students’ perceptions of school safety. We used a sample of 5,455 students from low socioeconomic status public schools, and analyzed the predictive value of peer physical and verbal victimization; teacher and school staff victimization; teacher's social support; and perception of safety in the students’ neighborhoods on perceptions of school safety. Findings showed that although different forms of school violence, particularly peer physical victimization and physical and sexual victimization from teachers and school staff, contribute to students’ perception of school safety, the highest contribution came from students perceiving their neighborhoods as unsafe. In contrast, teacher social support contributed to increased levels of perceived school safety. We discuss the need for school‐based interventions that address physical victimization and engage teachers in prosocial and less punitive approaches to foster a positive and safe school climate, and in fostering school–community partnerships. 相似文献
3.
Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011–2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze effects of school rule enforcement and teacher victimization on job satisfaction. Findings indicated that teachers who perceived higher enforcement of school rules had higher job satisfaction. In particular, consistent enforcement of rules by school administrators had a significantly greater effect on satisfaction than collegial enforcement of rules. Findings also indicated that teacher victimization has a significantly negative effect on job satisfaction. Consistent enforcement of school rules may reduce instances of student misbehavior and teacher victimization, helping reduce teacher stress and anxiety, leading to greater job satisfaction. Implications for policy and practice are explored, examining what administrators can do to protect teachers and improve satisfaction. 相似文献
4.
Maria Granvik Saminathen Sara Brolin Låftman Ylva B. Almquist Bitte Modin 《School Effectiveness & School Improvement》2018,29(3):464-484
This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (n = 2,024) and the other among 9th-grade students (n = 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body composition into consideration. In part, these associations are also identified within segregation profiles. Moreover, results show that school ethos acts as a mediator between school segregation profile and student achievement. 相似文献
5.
This investigation examines teacher and child perceptions of teacher–child relationships and early school adjustment among children (N = 157) in low‐income urban schools. Consistent with prior research, findings indicated that teacher–child relationships were associated with early school adjustment; however, the strength of this association varied depending on perspective (i.e., teacher vs. student) and by student characteristic. Associations between predictor and criterion variables were stronger for within‐rater perspectives than across raters. Children's race moderated the association between teacher–child relationships and early school adjustment when examining data from the same source (i.e., teacher) and across raters (i.e., teacher and student). Gender did not moderate these associations. The implications of these findings for future research focused on understanding teacher–child relationships are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
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7.
Yangu Pan Chunyan Yang Guangzeng Liu Meiki Chan Chuanxing Liu Dajun Zhang 《Child development》2020,91(4):e968-e983
Guided by the social-ecological diathesis–stress model, this longitudinal study examined the roles of self-esteem, parental attachment, and gender on the association between peer victimization and problem behaviors among Chinese early adolescents. A total of 466 Chinese middle school students (Mage = 12.8 years) completed measures of peer victimization, self-esteem, and paternal and maternal attachment twice (T1 and T2; 6-month interval). Their guardians also completed ratings on adolescents' problem behaviors at both T1 and T2. Results indicated that self-esteem mediated the association between peer victimization and problem behaviors. Paternal attachment, but not maternal attachment, moderated the mediating effect of self-esteem. Moreover, the moderating effect of maternal attachment on the association between peer victimization and self-esteem varied depending on adolescents’ gender. 相似文献
8.
School attachment is a robust predictor of adjustment in children and youth. Previous research has demonstrated effects of school context on student attachment, but individual‐level contributions have not been explored. Our study examined the role of affiliative orientation in school attachment and aggressive behavior in children and youth from Grades 3 through 12. A total of 834 students in three school districts completed self‐report measures of affiliative motivation, attachment to school, and frequency of physically and relationally aggressive acts. Results supported the hypothesis that students high in affiliative orientation reported higher levels of school attachment and lower levels of physical and relational aggression. Path analysis indicated that the relation of affiliative orientation to aggression was mediated by school attachment, but that the mediational effect was moderated by sex. Male students, and students of both sexes with low affiliative motivation, may receive special benefit from practices designed to increase school attachment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 231–246, 2006. 相似文献
9.
The sustained increase in their use of social networking facilitates the development of adolescents but comes with the risk of cyberbullying, which creates new challenges in regard to adolescent protection. Past evidence shows that family victimization may play an essential role in the way adolescents learn cyberbullying behaviors. Yet, research on the co-occurrence of family victimization and cyberbullying is limited. This study aims to investigate the associations between cyberbullying and family victimization among adolescents, and to examine the health correlates of cyberbullying and family poly-victimization. A large sample of 18,341 students, aged 15–17, from six cities in China, collected between 2009 and 2010 is employed in the present study, which investigated the association between various kinds of family victimization and adolescent cyberbullying. Data analysis was conducted in 2017. In-law conflict, intimate partner violence, elder abuse and neglect, and child maltreatment were associated with a higher possibility of children becoming internet victims. Parents’ divorce and separation, low family income, mother’s low level of education, and father’s unemployment were all associated with cyberbullying victimization. Cyber victimization was positively correlated to symptoms of PTSD and depression, self-harm, and other physical and mental health variables. Possible explanations for the relationships found in this study are discussed and implications for future research and services are provided. Proactive screening for family poly-victimization and cyberbullying is suggested. Schools are highly recommended to cooperate with parents to promote cyber safety. 相似文献
10.
本文从4个方面阐述了掌握物理化学知识与成为一个合格的中学化学教师之间的关系,探讨了掌握物理化学知识对于中学化学教师的重要性。得出学好物理化学课是培养一个合格的中学化学教师所不可缺少的重要部分。 相似文献
11.
Allison G. Dempsey Michael L. Sulkowski Rebecca Nichols Eric A. Storch 《Psychology in the schools》2009,46(10):962-972
The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc. 相似文献
12.
Tia Navelene Barnes Christina Cipriano Kathleen McCallops Cara Cuccuini-Harmon Susan E. Rivers 《Emotional and Behavioural Difficulties》2018,23(3):284-295
Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools. 相似文献
13.
Scott D. Risser 《Psychology in the schools》2013,50(1):13-26
To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and verbal and performance IQ. Participants in this study were a subset of the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. The study included 1,067 children (50% male) assessed during fourth and fifth grade. Results indicated that for girls, relational aggression was negatively associated with school performance, while statistically controlling for both victimization and overt aggression. For boys, overt aggression was negatively related with school performance. Additional results indicated that for both girls and boys, victimization was negatively associated with school performance. 相似文献
14.
李彦彬 《河北工程技术职业学院学报》2014,(3):29-31
如何做好高中教育与大学教育的衔接一直都是教育界比较关注的话题。要想解决高中教育和大学教育衔接中存在的问题。需要大学教师和高中教师的积极协作。而对于高中教师特别是高三年级教师来说,更是责无旁贷。如果高中教师能关注并协助大学教师很好地解决这个问题。就会使学生在大学生活和学习中少走一些弯路。从而顺利地实现由基础教育向高等教育的过渡。 相似文献
15.
In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed. 相似文献
16.
Longobardi Claudio Ferrigno Serena Gullotta Giulia Jungert Tomas Thornberg Robert Marengo Davide 《European Journal of Psychology of Education - EJPE》2022,37(2):489-506
Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.
相似文献17.
Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement. 相似文献
18.
《师资教育杂志》2012,38(3):231-244
This paper presents research which compares the teaching beliefs of primary and secondary school trainee teachers. Participants were 177 trainee teachers, 92 enrolled in a primary school teacher degree course, and 85 enrolled in a postgraduate teacher training course specifically for music teaching at secondary school level (middle and high school). A questionnaire was employed for assessing beliefs. By performing factor analysis, the following four dimensions were extracted: innovative teaching and cooperative learning, teacher-centred approach, learner-centred approach and working collaboratively. Data were subjected to analysis of variance for each factor of the questionnaire. Significant differences between primary and secondary trainee teachers in the way they think about music teaching were found. The relevance of these factors and differences was discussed in considering how to improve the education of teachers. 相似文献
19.
The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents’ motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout. 相似文献
20.
The protective role of teacher–student relationships against peer victimization and psychosocial distress 
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下载免费PDF全文 This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects. 相似文献