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Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 
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下载免费PDF全文 Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
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This study explored parents' (N = 351) educational optimism in terms of their trust in the possibilities of school to develop children’s intelligence. It was found that educational optimism could be depicted as a bipolar factor with optimism and pessimism on the opposing ends of the same dimension. Optimistic parents indicated more satisfaction with their children’s school and had a relatively positive assessment of their children’s academic success, which they explained in accord with their dynamic notion of intelligence, i.e. the child’s effort and help from the teacher. Parental notions of intelligence seem to serve as an important interpretative source for educational hopefulness. 相似文献
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Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and socioemotional and behavioural problems (measured at age 16) on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET). The participants (N = 597; 304 females, 293 males) were one age cohort of ninth graders in general education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equation modelling was used as analysis method. The findings show that mathematical and reading difficulties as well as socioemotional and behavioural problems had significant long-term effects on the participants’ educational careers. New in part was that these learning difficulties seemed to have somewhat divergent emphases on the three investigated life situations: (1) mathematical difficulties, more strongly than reading difficulties, caused the students to attain lower levels of education, (2) mathematical difficulties and socioemotional problems predicted a student ending up in the NEET group and (3) reading difficulties and behavioural problems predicted delayed graduation from upper secondary education. 相似文献
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Leena Holopainen Airi Taipale Hannu Savolainen 《International Journal of Disability, Development & Education》2017,64(1):88-103
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students’ academic careers. 相似文献
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Räty Hannu Hytti Ulla Kasanen Kati Komulainen Katri Siivonen Päivi Kozlinska Inna 《European Journal of Psychology of Education - EJPE》2020,35(4):975-993
Employability is an increasing concern for university students. Our survey set out to examine university students’ perceptions of their employability and the ways in which these perceptions relate to positions that subsequently connect students to working life: students’ self-representational position or “ability self”, and students’ life-historical positions such as chosen field of study, phase of degree and working life experience. The participants comprised a sample of students (N = 1819) from two Finnish universities, representing diverse fields of study. It was found that apart from the field of study, the perceived proximity to graduation and working life was associated with the perception of employability. Furthermore, a set of self-attributed capabilities was associated with students’ perceptions of employability, particularly extroversion, ambitious competitiveness, mental strength and the desired characteristics of a good employee; however, the attribution of academic skills showed opposing effects. It was concluded that both self-representational and live-historical positions are part of the construction of students’ optimism regarding their employability.
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Risto Hotulainen Kristiina Lappalainen Kari Ruoho Hannu Savolainen 《International Journal of Disability, Development & Education》2010,57(3):299-314
During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed. 相似文献
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Juha Karvonen Esa Peltola Hannu Näveri Matti Härkönen 《Research quarterly for exercise and sport》2013,84(1):108-110
Abstract The relative effectiveness of six intensive training programs on the development of four selected skills was studied, with emphasis on limited time encountered within the semester organizational plan. One hundred and twenty college freshmen men volunteers were randomly assigned to training groups of 30 members each, which met for two sessions a week for 16 weeks. Results indicated that: (a) direct practice jumping, alone or combined with repetitive sprinting or weight training, was significantly superior to weight training alone on standing broad jump development; (b) direct practice of a zigzag run was superior to both weight training and repetitive sprinting; and (c) when group acquisition of “adequate” skill is the objective, performance improvements educed over the first nine weeks were great enough to question the merits of persisting at an activity over a full semester. Only the zigzag run was adversely affected by the spring vacation cessation of training. 相似文献
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Hannu Salmi Helena Thuneberg Mari-Pauliina Vainikainen 《European Journal of Engineering Education》2016,41(6):638-659
ABSTRACTOutreach activities, like mobile science exhibitions, give opportunities to hands-on experiences in an attractive learning environment. We analysed attitudes, motivation and learning during a science exhibition visit, their relations to gender and future educational plans in Finland, Estonia, Latvia and Belgium (N?=?1210 sixth-graders). Pupils' performance in a knowledge test improved after the visit. Autonomous motivation and attitudes towards science predicted situation motivation awakened in the science exhibition. Interestingly, the scientist attitude and the societal attitude were clearly separate dimensions. The third dimension was manifested in the engineering attitude typical for boys, who were keener on working with appliances, designing computer games and animations. Scientist and societal attitudes correlated positively and engineering attitude correlated negatively with the future educational plans of choosing the academic track in secondary education. The societal perspective on science was connected to above average achievement. In the follow-up test, these attitudes showed to be quite stable. 相似文献
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Erkko Tapio Sointu Hannu Savolainen Matthew C. Lambert Kristiina Lappalainen Michael H. Epstein 《European Journal of Psychology of Education - EJPE》2014,29(1):1-19
When rating scales are used in different countries, thorough investigation of the psychometric properties is needed. We examined the internal structure of the Finnish translated Behavioral and Emotional Rating Scale-2 (BERS-2) using Rasch and confirmatory factor analysis approaches with a sample of youth, parents, and teachers. The results suggested that the Finnish translated BERS-2 has acceptable measurement properties and is suitable for use in Finnish schools. Results highlighted the issue that there is a need to consider cross-cultural aspects when introducing new measures in another culture. Directions for future research are also discussed in light of present findings. 相似文献