Exploring the Relationships Between Counseling Students’ Cultural Factors,Academic Aptitude,and Self‐Efficacy     

Seungbin Oh  Debbie L. Hahs‐Vaughn  Bryce Hagedorn 《Counselor Education & Supervision》2019,58(4):257-277

The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented.  相似文献   

Gendered Harassment as Concept and Experience in Educational Spaces     

Heather Greenhalgh‐Spencer  Ashley Taylor 《Educational theory》2019,69(1):5-15

  相似文献   

Pluridisciplinary programmes for innovation: Realities and limits of a promising form of learning     

Jean‐Claude Ruano‐Borbalan 《European Journal of Education》2019,54(4):538-551

Higher education has adopted an innovation imperative that has driven significant transformations in the sector. A new kind of learning programme, based on problem‐solving, design thinking, creativity and “pluridisciplinarity” has emerged in the last two decades and become an emblematic form of learning to cope with current “complex” economic and societal problems by examining their roots at ground level. The French case study allows one to understand the distance between general policy orientations for innovation and actors' capacity and the need to take into account the local context.  相似文献   

The relations of parental supervision,parental school involvement,and child's social competence with school achievement in primary school     

Andreja Braj&#x;a‐ ganec  Marina Merka&#x;  Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258

The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement.  相似文献   

Deficits of visual search in Chinese children with dyslexia     

Sisi Liu  Li‐Chih Wang  Duo Liu 《Journal of Research in Reading》2019,42(2):454-468

  相似文献   

Making Dutch pupils media conscious: preadolescents’ self‐assessment of possible media risks and the need for media education     

Theresa Küter‐Luks  Oscar Peters 《Learning, Media and Technology》2011,36(3):295-313

Despite clear European and Dutch policies about media education, there is currently no media education curriculum in Dutch schools. A survey among preadolescents (n = 257) in six primary schools in the Netherlands included questions regarding media access, fears, risks, parental mediation of television and the internet, and the need for media education. Findings indicate an overall high saturation of media, but media choice depends on sociodemographic factors. Preadolescents are given rules for using the internet more often than for TV. Boys feel more confident about media use, and few participants report negative experiences or perceive risks while using the internet. Pupils feel a high need for media education, and those who are already thinking critically about media demand lessons more often. Therefore, both technical knowledge about media and critical awareness of the influence of media must be taught.  相似文献   

The Role of Ethnic Identity,Gender Roles,and Multicultural Training in College Counselors' Multicultural Counseling Competence: A Mediation Model     

Ruth Chu‐Lien Chao  Sanjay R. Nath 《Journal of College Counseling》2011,14(1):50-64

Structural equation modeling with survey data from 313 college counselors revealed that multicultural training significantly mediated the impact of both ethnic identity and gender roles on multicultural counseling competence (MCC), explaining 24% of MCC variance. Results indicated that college counselors need to be aware of their own gender roles and ethnic identity to be culturally competent and highlighted the mediational role that training plays in achieving MCC.  相似文献   

Comparing different measures of affective attributes relating to sustainability     

Kerry Shephard  Nell Smith  Lynley Deaker  John Harraway  Freya Broughton‐Ansin  Sam Mann 《Environmental Education Research》2011,17(3):329-340

A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of four of these instruments in describing the affective characteristics of the students. All the instruments depended on respondents’ self‐reporting in the absence of researchers or interviewers. The results do encourage us to have some confidence that students’ sustainability characteristics may be researched using a variety of survey‐based research instruments, and particular confidence in ongoing use of the Revised New Ecological Paradigm (NEP) scale.  相似文献   

Do Double Minority Students Face Double Jeopardy? Testing Minority Stress Theory     

Jeffrey A. Hayes  Caitlin Chun‐Kennedy  Astrid Edens  Benjamin D. Locke 《Journal of College Counseling》2011,14(2):117-126

Data from 2 studies revealed that ethnic and sexual minority clients experienced greater psychological distress on multiple dimensions than did European American or heterosexual clients, respectively, as did ethnic and sexual minority students who were not clients. Among sexual minority students, ethnicity was not an added source of distress. Among ethnic minority students, sexual minority status was associated with heightened psychological distress.  相似文献   

Coexisting problem behaviour in severe dyslexia     

Anne Elisabeth Dahle  Ann‐Mari Knivsberg  Anne Brit Andreassen 《Journal of Research in Special Educational Needs》2011,11(3):162-170

A small group of children and young adolescent with dyslexia has severely impaired reading skills despite prolonged special education. These are the students in focus. In dyslexia, problem behaviour, internalised as well as externalised, has previously been reported, so also for the participants with dyslexia in this study. The aim of the present study was to obtain more in‐depth knowledge of the behaviour problems from various informants, representing different settings. This kind of information is imperative for identifying problem behaviour, and for planning and implementing remedial programmes. A clinical group of 70 students with severe dyslexia, due to phonological problems, and a control group of 70 without reading problems participated. The two groups were pair‐wise matched on age, gender, cognitive level and whether they lived in rural or urban areas. Mean age was 150 months, and mean IQ was approximately 100 in both groups. Parents, teachers and participants provided information on behaviour through the Achenbach questionnaires Child Behavior Checklist, Teacher's Report Form and Youth Self Report. Behaviour is, in these questionnaires, divided into eight syndrome areas called Withdrawn, Somatic Complaints, Anxious/Depressed, Social Problems, Thought Problems, Attention Problems, Delinquent Behavior and Aggressive Behavior. The three informant groups reported significantly more problems in the dyslexia group than in the controls in all the syndrome areas. Parents reported more children with dyslexia to be anxious and depressed, and have social problems and attention problems than teachers. They also reported suicidal ideations in nine participants with dyslexia. In addition, parents rated more internalising and total problems in the dyslexia group than teachers.  相似文献