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1.
This study examined differential and mediating relations between hot and cool self-regulation (Mage = 48.2 months; N = 1,155, 48% girls), first-grade (Mage = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (Mage = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment. 相似文献
2.
This paper investigates changes in bullying behaviour among pupils in 72 Norwegian compulsory schools two years after the schools completed an anti‐bullying program. A sample of 22 schools received eight lesson plans with material for staff to use to focus on the challenges of anti‐bullying during this period of two years. Another sample of 22 schools received the same lessons, and also received regular phone calls from a researcher between the lessons. A sample of 28 schools received no other attention than the surveys. We assumed that bullying would be lower in the schools which received follow‐up procedures than in the control schools. Results showed no overall change in mean victimisation scores (i.e., being the victim of bullying), although there was a slight but significant overall decrease in bullying scores (i.e., bullying others) (F = 12.58, p < .001). Our predictions of differences between the samples were not supported. One possible conclusion is that the follow‐up procedures offered were not sufficient to decrease bullying any further. Further research is needed to determine whether the lack of effect is due to the type of follow‐up measure or to implementation within schools. 相似文献
3.
Ella Maria Cosmovici Idsoe 《Emotional and Behavioural Difficulties》2016,21(2):155-166
We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to perceived inclusion; however, both perceived exclusion and self-reported bullying exposure gave effects on negative affect. Our research points to the need of creating a learning environment that promotes inclusion and caring and supportive interpersonal relationships. This will probably increase student functioning. 相似文献
4.
Svein Størksen Thormod Idsoe Erling Roland 《Emotional and Behavioural Difficulties》2013,18(2):145-158
This study investigated whether secondary schools in Norway had deviant subcultures, which could be labelled ‘schoolyard corner society’, and how gender and age were related to membership. We also studied levels of reactive and proactive aggressiveness in students, and the relationship between these types of aggressiveness and participation in schoolyard corner societies. Self-reported data were collected from a large, nationally representative sample of Norwegian eighth, ninth and tenth graders (n?=?3342, 1147 boys and 1256 girls). Findings showed that participation in schoolyard corner societies was significantly associated with age, indicating an increasing tendency over time. Reactive aggressiveness as well as power-related and affiliation-related proactive aggressiveness predicted participation to a substantial degree. We also found an interaction between age and affiliation-related proactive aggressiveness in their effects on participation in schoolyard corner societies, which indicates a slight decrease in the effect of proactive aggression over time. 相似文献
5.
Tor Stornes Edvin Bru Thormod Idsoe 《Scandinavian Journal of Educational Research》2013,57(3):315-329
This study investigates the relationship between students' perceptions of the social structure in the classroom and perceptions of the motivational climate among 1171 Norwegian eighth‐grade students from 65 school classes. A multilevel approach was implemented to investigate relationships at the individual level as well as at the class level. Results showed that perceptions of motivational climates varied considerably more within than between school classes, as well as a general trend for students to perceive the motivational climate to be more mastery than performance oriented. Moreover, emphatic teacher involvement yielded the strongest positive association with perceptions of a mastery motivational climate, as well as the strongest negative association with perceptions of a performance motivational climate. Besides, a mastery motivational climate was also found to be associated with a certain amount of student influence, whereas the final aspect of social structure investigated, regulation, showed relatively weaker associations with students' perceptions of motivational climate. 相似文献
6.
Margit Garvik Thormod Idsoe Edvin Bru 《Scandinavian Journal of Educational Research》2014,58(5):592-608
There seems to be limited work addressing how depression is linked to elements of student functioning in the school setting other than academic achievement. This study investigated possible correlates of depressive symptoms with school engagement and disengagement. We examined four specific school variables (school motivation, intentions to quit, absence, and truancy) in a sample of 791 adolescents between 15 and 18 years of age in a Norwegian upper secondary vocational school. The results indicated that symptoms of depression could be a risk factor for school disengagement, and particularly for intentions to quit school. However, as only moderate associations were found, it appears that many depressed students manage to keep up their school engagement. This applied to both genders. However, the findings underline the importance of developing effective methods to identify and help depressed students who do have difficulty keeping up school engagement. Implications for practice are suggested. 相似文献
7.
The focus of this article is to explore the role of the principal in promoting school development activity (SDA) in Norwegian compulsory schools. The sample included 81 schools from 42 randomly selected municipalities. Results suggest that the principal can promote SDA among the teaching staff by playing an active role in creating an innovative culture at school. Moreover, results suggest that the principal may have a more important role in promoting SDA in secondary than in primary schools. Finally, results indicate that support from local authorities was related to SDA involvement among secondary school principals, whereas it was unrelated to such involvement among primary school principals. 相似文献
8.
Margit Garvik Thormod Idsoe Edvin Bru 《Scandinavian Journal of Educational Research》2016,60(2):219-239
The present study aimed to investigate changes in school functioning, including motivation, intentions to quit school and social relations in school, following an early group based CBT intervention implemented for depressed adolescents. The “Adolescent Coping with Depression Course” (ACDC) is such an early group intervention. The primary target group in the present study was 16–20 years old adolescents with subclinical or mild-to-moderate depression. The research design implemented was a pre-post design. Results indicated a strong reduction in depressive symptoms among study participants according to Cohen's criteria, a small to medium improvement in perceived social relations in school, but no change in school motivation and intentions to quit school. 相似文献
9.
Elena Maria Cosmovici Thormod Idsoe Edvin Bru Elaine Munthe 《Scandinavian Journal of Educational Research》2013,57(4):379-396
The aim of this study was to explore students’ perceptions of their learning environment and on‐task orientation across different achievement levels. Data were gathered in two independent cross‐sectional studies of Norwegian students in grades 8, 9, and 10 (n = 3453 in 2001 and n = 2987 in 2004). Students within the middle achievement levels reported more positive perceptions of learning environments than the high and low achievers. The amount of variance in on‐task orientation that was accounted for by the learning environment was higher for low achievers than for the rest of the students. Furthermore, students in the 2004 sample gave a more positive report of their learning environment and their on‐task orientation than students in 2001. Finally, we found that the improvement in the perceptions of learning environment was stronger for those students who reported low and high achievement than for the rest of the students. 相似文献
10.
Kari Dyregrov Mathilde Endsjø Thormod Idsøe Atle Dyregrov 《Emotional and Behavioural Difficulties》2013,18(3):289-301
Little is known about how teachers and head teachers (school personnel) attend to children experiencing grief. Our aim was to investigate what the school personnel perceive to be optimal help from the school in such situations. We conducted seven focus group interviews and one single interview among 17 teachers and 5 head teachers from primary and secondary schools. Although the school personnel obviously have high levels of empathy and commitment towards grieving students, they expressed limited knowledge about how child bereavement affects school performance, concentration, and learning, and how this restricted their own efforts to arrange for grieving children during the school day. They also signalled tensions created by the need to mediate too many tasks in the teacher’s role, school staff’s lack of grief knowledge, and guilt for not doing more for bereaved children at school. Despite the existence of solid theoretical and research base in the field of grief in children, opportunities for provision of evidence-validated intervention by teachers and other school personnel in response to grief, and prompt referral of bereaved children suffering more complex grief reactions, appear to be severely compromised. The school personnel pointed out the necessities for action plans and written routines, resources and clarifications of roles, and some basic help principles, key help measures, and improvements to improve the support for bereaved schoolchildren. 相似文献