排序方式： 共有79条查询结果，搜索用时 15 毫秒
31.
Leena Holopainen Kristiina Lappalainen Niina Junttila Hannu Savolainen 《Scandinavian Journal of Educational Research》2013,57(2):199-212
This study examines the relationship between social competence and psychological well-being of adolescents. The role of academic learning disabilities with social competence and psychological well-being was also studied. The sample (n?=?412; 207 girls and 205 boys), one complete age group (mean age 15.5 years), was followed from last year of comprehensive school to their first, second and third year of secondary education in a Finnish city. Psychological well-being is related to increased cooperation skills and decreased levels of impulsivity and disruptiveness. Furthermore, cooperation skills predict the third year psychological well-being, when the strong influence of psychological well-being in the first year was controlled for. Academic learning disabilities (reading and mathematical difficulties) were related neither with psychological well-being nor social competence. 相似文献
32.
The present study investigated the interplay between developmental changes in stress and coping during early and late adolescence. Using a longitudinal design, stress perception and coping styles of 200 adolescents in 7 different stressful situations were investigated. Multilevel piecewise latent growth curve models showed that stress perception decreased during late adolescence, whereas active and internal coping increased continuously from ages 12 to 19. Adolescents' high levels of perceived stress in a particular situation were associated with a high level of active coping but a low level of internal coping in that same situation. Withdrawal was associated with high levels of perceived stress, independent of situation. Developmental changes in individual adolescents' stress perception and coping were in most cases situation specific. 相似文献
33.
The study focuses on the ways in which people define their source preferences in the context of seeking problem-specific information for non-work purposes. The conceptual framework draws on two major concepts, that is, information source horizon and information pathways. The former denotes the ways information sources are mapped in preference order in an imaginary field, while information pathways refers to the sequences in which sources placed on the information source horizon are actually used. The empirical part of the study draws on semi-structured interviews with 18 individuals active in environmental issues. Human sources and the Internet were preferred most strongly in seeking for problem-based information. The major source preferences were content of information, and availability and accessibility. Usability of information sources and user characteristics were mentioned less frequently as preference criteria. Typically, information pathways consisted of the use of 3–4 sources. On average, human and networked sources were favored in the early phases of information seeking. Printed media such as magazines and organizational sources were often used to complement information received from human sources and the Internet. However, the source preferences varied considerably, depending on the requirements of the problem at hand. 相似文献
34.
Tiina Onatsu-Arvilommi Jari-Erik Nurmi Kaisa Aunola 《European Journal of Psychology of Education - EJPE》1998,13(4):543-556
One-hundred and five 6- to 7-year-old children were given a test measuring their helplessness, failure expectations, task-irrelevant behaviour, lack of persistence and search for social support in a classroom setting in order to examine the impact of parental well-being and parenting styles on the children’s cognitive and behavioural strategies at school. Both parents were also asked to fill in scales measuring their depression, parenting stress and parenting styles. The results revealed that maternal depressive symptomatology was associated with their children’s use of maladaptive strategies, whereas paternal depression was not. Moreover, maternal authoritative parenting styles and authoritarian control, seemed to decrease their children’s use of maladaptive strategies. On the other hand, the more parenting stress reported by the fathers, the more their children showed the use of maladaptive strategies. 相似文献
35.
Natale K Aunola K Nurmi JE Poikkeus AM Lyytinen P Lyytinen H 《Journal of learning disabilities》2008,41(3):274-285
The present study analyzed data from the Jyv?skyl? Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school year. Children's verbal intelligence was assessed at 5 years and their word and nonword reading skills at 6.5 years. The results showed that the higher the word reading skills the children had, the more their mothers attributed their success to ability than to effort. However, if children had familial risk for dyslexia, their mothers' attribution of success to ability decreased during the first grade as compared with the ability attributions of mothers whose children were in the control group. 相似文献
36.
The role of parenting styles in children's problem behavior 总被引：6，自引：0，他引：6
This study investigated the combination of mothers' and fathers' parenting styles (affection, behavioral control, and psychological control) that would be most influential in predicting their children's internal and external problem behaviors. A total of 196 children (aged 5-6 years) were followed up six times from kindergarten to the second grade to measure their problem behaviors. Mothers and fathers filled in a questionnaire measuring their parenting styles once every year. The results showed that a high level of psychological control exercised by mothers combined with high affection predicted increases in the levels of both internal and external problem behaviors among children. Behavioral control exercised by mothers decreased children's external problem behavior but only when combined with a low level of psychological control. 相似文献
37.
Marja-Kristiina Lerkkanen Helena Rasku-Puttonen Kaisa Aunola Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2005,20(2):121-137
The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading
comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on
mathematics and reading comprehension during Years 1 and 2. At the beginning of Year 1, they were also tested on initial mathematics
and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading
comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent
reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention
to the role of mathematical knowledge when children are entering to school. 相似文献
38.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills. 相似文献
39.
Petra Engelbrecht Hannu Savolainen Mirna Nel Teija Koskela Mari-Anne Okkolin 《Compare》2017,47(5):684-702
This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers’ day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers to articulate their views in this regard. Initial findings indicate that despite the dissimilar cultural and historical contexts of these two countries, both complex contextual issues and classroom practices based on a medical-deficit understanding of diverse educational needs play a role in Finnish and South African classrooms. 相似文献
40.
Eeva Kaisa Hyry-Beihammer Eila Estola Leena Syrjälä 《International journal of qualitative studies in education》2013,26(8):1062-1078
This article focuses on how interaction meetings between researchers and research participants in a northern Finnish village and its village school develop the researchers’ sense of responsibility as part of their research ethics. The ethics of caring is often seen as the root of the ethics of responsibility, but the authors suggest listening to both the “justice voice” and “caring voice.” Reflecting on the research project and on events in the field, three senses of responsibility are distinguished and described: one, the responsibility for relationships; two, political responsibility; and three, the responsibility to maintain a democratic process when presenting results. We argue that the local and bodily experiences of a researcher in the field give a researcher new emplaced knowledge that transforms his or her sense of responsibility. 相似文献