Reflective Functioning,Limit Setting,and Emotional Availability in Mother–Child Dyads     

Clara Möller  Caroline Odersjö  Frans Pilesjö  Kendra Terpening  Malin Österberg  Rolf Holmqvist 《Parenting, science and practice》2017,17(4):225-241

Objective. There is a need for better understanding the relation between parents’ mentalizing about their child and their actual behavior toward the child. Specifically, it is important to understand the significance of mentalization about discrete parental challenges in comparison with mentalization about the relationship in general in relation to their interaction with the child. This study aimed to examine parental mentalization and observed emotional availability. Design. Forty mothers were observed in a play situation with their children (aged 3–10 years) to rate the emotional availability in the interaction. Mothers were also interviewed with the parent development interview and about parental limit setting to assess parental reflective functioning. Results. Analyses showed moderate correlations between the reflective functioning scores and the emotional availability dimensions. Approximately 15% of the variance in emotional availability scales could be accounted for by the reflective functioning ratings. Conclusions. The results suggest that parents’ ability to mentalize about limit setting behaviors may affect interactions between the parent and child.  相似文献   

Academic Mobbing in Relation to Leadership Practices: A New Perspective on an Old Issue     

Burcu Erdemir  Cennet Engin Demir  Jülide Yıldırım Öcal  Yaşar Kondakçı 《The Educational forum》2020,84(2):126-139

Abstract

Constant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new phenomenon in the academic context. This study investigated the relationship between workplace mobbing and academic leadership and the results indicated that the more positive leadership there is in an institution, the less mobbing behaviors are observed.  相似文献   

Accreditation in Turkish universities     

Ibrahim Akduman  Lerzan Özkale  Ekrem Ekinci 《European Journal of Engineering Education》2001,26(3):231-239

In Turkey, students are more and more willing to participate in the global free movement of students and of high-skilled labour after their graduation. This is why they request international accreditation from universities. Therefore, accreditation is one of the parameters that play an important role in students' university selection. On the other hand, Turkey is aiming to be a European Union member. This imposes institutional legal and civil arrangements and harmonization. Also, the general trend of globalization dictates requirements from university graduates that are answered in best business practice in which accreditation is a major component. In this paper, accreditation efforts to achieve international recognition for Turkish universities are discussed. For this purpose information on higher education is given. Attempts for accreditation on licensure through FEANI is explained. Accreditation on department programmes by ABET (USA) and by an engineering institution (UK) are discussed and their similarities are pinpointed. Also, a Turkish, British and World Bank quality assessment pilot project for education and research is discussed.  相似文献   

Bullying and victimization among Turkish adolescents: the predictive role of problematic internet use,school burnout and parental monitoring     

Çevik  Özge  ATA  Rıdvan  Çevik  Mustafa 《Education and Information Technologies》2021,26(3):3203-3230

Education and Information Technologies - This study aims to examine the paths between excessive Internet use, school burnout and parental monitoring and their predictor effects in peer bullying and...  相似文献   

Gender Differences in Attachment Styles Regarding Conflict Handling Behaviors Among Turkish Late Adolescents     

?zlem Kara&#;rmak  Nagihan O&#;uz Duran 《International journal for the advancement of counseling》2008,30(4):220-234

This study was designed to examine gender differences in attachment styles and explore the relationship between attachment styles and preference for conflict handling behavior in close relationships among Turkish adolescents. The participants comprised 371 Turkish undergraduate students (252 females and 119 males; with a mean age of 21.98 years; standard deviation 1.18) enrolled in different departments of the Faculty of Education at Middle East Technical University in Ankara. A Turkish version of Bartholomew and Horowitz’s (J Pers Soc Psychol, 61:226–244, 1991) Relationship Questionnaire (RQ) and the Conflict Questionnaire (CQ) developed by Tezer (J Psychol, 130:281–292, 1996) were used to obtain data. Intercorrelations among four attachment style subscales, and correlation coefficients among four attachment styles and five conflict handling behaviors were computed in addition to a series of ANOVAs and ANCOVAs. Results revealed an association between attachment styles and conflict handling, as well as gender differences in attachment styles.  相似文献   

Short forms of protean and boundaryless career attitudes scales in the Turkish context: validation and psychometric evaluation     

Çakmak-Otluoğlu  K. Övgü  Acar Bolat  Bilge 《International Journal for Educational and Vocational Guidance》2021,21(2):263-283

International Journal for Educational and Vocational Guidance - This project validates the short forms of protean and boundaryless career attitude scales and assesses their psychometric properties...  相似文献   

Outdoor recreation in exergames: a new step in the detachment from nature?     

Johan Öhman  Marie Öhman  Klas Sandell 《Journal of Adventure Education & Outdoor Learning》2016,16(4):285-302

A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).  相似文献   

The PISA Tasks: Unveiling Prospective Elementary Mathematics Teachers’ Difficulties with Contextual,Conceptual, and Procedural Knowledge     

Utkun Aydın  Meriç Özgeldi 《Scandinavian Journal of Educational Research》2019,63(1):105-123

The aim of this mixed methods study was to investigate the difficulties prospective elementary mathematics teachers have in solving the Programme for International Student Assessment (PISA) 2012 released items. A mathematics test consisting of 26 PISA items was administered, followed by interviews. Multiple data were utilized to provide rich insights into the types of mathematical knowledge that a particular item requires and prospective teachers’ difficulties in using these knowledge types. A sample of 52 prospective teachers worked the mathematics test, and 12 of them were interviewed afterwards. The data-sets were complementary: the quantitative data showed that PISA items could be categorized under contextual, conceptual, and procedural knowledge and indicated the most frequent difficulties in the combined contextual, conceptual, and procedural knowledge items. The qualitative data revealed that few prospective teachers could give mathematical explanations for conceptual knowledge items, and that their contextual knowledge was fragmented. Educational implications were discussed.  相似文献   

Reciprocal Bilingualism as a Challenge and Opportunity: The Case of Cyprus     

Kamil Z. Özerk 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(3-4):253-265

Cyprus, the third largest island in the Mediterranean Sea, has never been monolingual. For over four hundred years the two main languages of the island have been Turkish and Greek. Turkish-Cypriots and Greek-Cypriots met each other in the streets, but seldom in the schools. The Greek language had a place in the Turkish-Cypriots' educational system during some periods in history, but the Greek-Cypriots have never given the Turkish language a place in their school system. Until recent years, the majority of Turkish-Cypriots have had communicative competence in Greek. In contrast, there have been very few Greek-Cypriots who had communicative competence in Turkish. The history of Cyprus clearly shows that lack of policies for bilingualism on the island has weakened the good relationship between the two folk groups. The fact that the learning of the global language English is happening to the detriment of the learning of Greek among Turkish-Cypriots makes the integration of the two main cultural groups of Cypriots more difficult. Using the island's historical background, especially the intercommunal dispute during the last four decades as a basis, the author argues for a closer relationship between the economic, social, cultural, including bilingual and educational policy of the two parts of Cyprus. He sees this as the best peace policy for the island.  相似文献   

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities     

Jörgen Ödalen  Douglas Brommesson  Gissur Ó. Erlingsson  Johan Karlsson Schaffer  Mattias Fogelgren 《高等教育研究与发展》2019,38(2):339-353

ABSTRACT

Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.  相似文献