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Giving voice to educators: Primary school teachers explain how they promote values to their pupils 让教育者发声:小学教师介绍如何向学生宣传价值观
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-09-10 DOI: 10.1007/s10212-024-00885-8
Anna K. Döring, Emma Jones, Thomas P. Oeschger, Elena Makarova

Values are the trans-situational goals guiding human attitudes and behavior (Schwartz, 1992). As early socialization agents, teachers have a responsibility to promote democratic values of citizenship to create an inclusive, fair, and sustainable society, necessary for individual and collective well-being (OECD, 2019). By facilitating social and cognitive development through social interactions, the school setting helps spark curiosity, leading to reflection and adaptation. Across the curriculum, teachers use strategies like imitation, modelling, priming, and discussion to help children make sense of the world (Makarova et al., 2024; Oeschger et al., 2022). Yet little empirical evidence exists to support how teachers achieve this. The present study gives voice to educators through the personal experiences of ten UK primary school teachers. Semi-structured interviews were conducted, lasting between 50 and 90 min. Data was analyzed in two stages: First, a deductive structuring content analysis identified how values of self-transcendence versus self-enhancement and openness to change versus conservation, as defined in Schwartz’s (1992) model, were reflected in the interview data. Second, an inductive thematic analysis yielded the following themes: mechanisms of value transmission; implicit vs explicit instruction of values; values that are most difficult to teach; value transmission through taught lessons; the role of collective worship and cultural days; opportunities for value transmission in the wider school environment; and the role that a school culture and ethos play in the transmission of values. This study supports the view that values are promoted through a variety of methods and across all areas of the school environment.

价值观是指导人类态度和行为的跨情境目标(Schwartz,1992 年)。作为早期社会化的推动者,教师有责任促进公民的民主价值观,以创建一个包容、公平和可持续发展的社会,这是个人和集体福祉所必需的(OECD, 2019)。通过社会互动促进社会和认知发展,学校环境有助于激发好奇心,从而进行反思和调整。在整个课程中,教师使用模仿、建模、启发和讨论等策略帮助儿童认识世界(Makarova et al.,2024;Oeschger et al.,2022)。然而,很少有经验证据能证明教师是如何做到这一点的。本研究通过十位英国小学教师的亲身经历,为教育者发声。研究人员进行了半结构式访谈,访谈时间为 50 至 90 分钟。数据分析分为两个阶段:首先,通过演绎式结构化内容分析,确定了 Schwartz(1992 年)模型中定义的自我超越与自我提升、开放求变与保持沉默这两种价值观在访谈数据中的体现。其次,归纳式主题分析得出了以下主题:价值观传播机制;价值观的隐性与显性教 育;最难教授的价值观;通过教学课程传播价值观;集体礼拜和文化日的作用;在更广 泛的学校环境中传播价值观的机会;以及学校文化和校风在传播价值观中的作用。这项研究支持这样一种观点,即价值观可以通过各种方法在学校环境的各个领域得到推广。
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引用次数: 0
Developing gestures in the infant classroom: from showing and giving to pointing 在幼儿课堂上发展手势:从展示和给予到指点
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-08-22 DOI: 10.1007/s10212-024-00895-6
Irene Guevara, Cintia Rodríguez, María Núñez

Research on gesture development has mostly focused on home environments. Little is known about early communicative development in other relevant contexts, such as early-year-schools. These settings, rich in diverse educative situations, objects, and communicative partners, provide a contrast to parent–child interactions, complementing our understanding of gesture development. This study aims to describe the development of the first gestures in the infant classrooms of early-years-schools, focusing on ostensive gestures of showing and giving—their emergence, communicative functions, and relation to the subsequent emergence of pointing. We conducted a longitudinal, observational investigation analyzing the gestures of 21 children (7–13 months). Over 7 months, we observed and registered children’s daily interactions in the classroom, employing a mixed quantitative and qualitative approach to analyze the types and functions of their gestures. We found a significant increase and diversification of gesture types and functions with age. Gestures followed a proximal–distal developmental course. Ostensive gestures were the earliest and most prevalent gestures observed. There was a correlation between the frequency of these gestures, with ostensive gestures fulfilling communicative functions later observed in pointing. Our qualitative analysis revealed the progressive construction of ostensive gestures into spontaneous, complex, and conventional forms of communication. These results highlight the important role of ostensive gestures in early communicative development, paving the way for distal communication through pointing and relating to the origin of intentional communication. More broadly, these findings have significant implications for early educational practices and show the value of conducting research on developmental processes in early education.

关于手势发展的研究大多集中在家庭环境中。人们对其他相关环境(如学前班)中的早期交际发展知之甚少。这些环境中有丰富多样的教育情境、对象和交流伙伴,与亲子互动形成鲜明对比,补充了我们对手势发展的理解。本研究旨在描述幼儿学校婴幼儿课堂中最初手势的发展情况,重点关注展示和给予等表面性手势--它们的出现、交流功能以及与随后出现的指向的关系。我们对 21 名幼儿(7-13 个月)的手势进行了纵向观察分析。在 7 个月的时间里,我们观察并记录了儿童在课堂上的日常互动,采用定量和定性相结合的方法分析了他们手势的类型和功能。我们发现,随着年龄的增长,手势的类型和功能有了明显的增加和多样化。手势的发展经历了一个由近及远的过程。最密集的手势是最早出现也是最普遍的手势。这些手势的出现频率之间存在着相关性,其中的扩张性手势具有后来在指向性手势中观察到的交流功能。我们的定性分析揭示出,口型手势逐渐形成了自发的、复杂的和常规的交流形式。这些结果凸显了表层手势在早期交际发展中的重要作用,为通过指向进行远距离交际铺平了道路,并与有意交际的起源有关。更广泛地说,这些发现对早期教育实践具有重要意义,并显示了对早期教育发展过程进行研究的价值。
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引用次数: 0
The authenticity dilemma: towards a theory on the conditions and effects of authentic learning 真实性困境:关于真实性学习的条件和效果的理论研究
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-08-07 DOI: 10.1007/s10212-024-00892-9
Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel

A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the “authenticity dilemma”. Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue “Perspectives on Authentic Learning” through the lens of the authenticity dilemma.

高度真实的学习环境可能会引发积极的动机和情感反应,因为它强调促进知识的获 取,而这些知识与学习环境之外的现实世界现象是相联系的,并可迁移到现实世界。然而,由于现实世界固有的复杂性,高度的真实性通常伴随着高度的复杂性。这种复杂性可能会让学习者不知所措,阻碍甚至妨碍认知学习成果。因此,为了帮助学习者应对这种复杂性,他们需要某种教学支持。通过在学习环境中提供高水平的支持以促进认知学习成果,真实性水平以及真实性对动机成果的影响可能会降低。在本概念性论文中,我们将这种真实性和复杂性与教学支持之间的矛盾称为 "真实性困境"。基于以往研究的现有经验证据,我们(1)概述了这一困境,(2)讨论了重新认识这一困境的方法,(3)得出了有关真实性学习的条件和效果的影响。最后,我们从真实性困境的视角讨论了 "真实学习视角 "特刊中的研究结果。
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引用次数: 0
Peers and value preferences among adolescents in school classes: a social network and longitudinal approach 学校班级中青少年的同伴和价值偏好:社会网络和纵向方法
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-08-05 DOI: 10.1007/s10212-024-00878-7
Jan Cieciuch, Maria Kwiatkowska, Martin Kindschi, Eldad Davidov, René Algesheimer

The aim of our study was twofold: (1) to explore the role of value preferences on peer relations in school classes (selection effect) and (2) to explore the role of peers’ values on adolescents’ values (influence or socialization effect) in three types of networks (friendship, advice, and trust). To answer these questions, we used a longitudinal social network approach in a study of N = 903 adolescents (57% girls) from 34 secondary school classes in Poland. Pupils began participating in the study when they joined their secondary school and were followed over two and a half years. Panel data were collected at six measurement time points during this period. Values were conceptualized according to the values theory proposed by Schwartz and measured by the Portrait Value Questionnaire. The collection of network data followed a roster design. Pupils were asked to evaluate the strength of their friendships, as well as the frequency with which they approached peers to ask for advice about school or homework or to talk about things that are important to them in the last 2 weeks. We found empirical support for both selection and socialization effects, especially for protection values (Conservation and Self-enhancement). The selection effect was most evident in advice and trust networks and the socialization effect was particularly prevalent in friendship and trust networks.

我们的研究有两个目的:(1) 探讨价值偏好对学校班级同伴关系的作用(选择效应);(2) 探讨在三种类型的网络(友谊、建议和信任)中,同伴的价值观对青少年价值观的作用(影响或社会化效应)。为了回答这些问题,我们采用纵向社会网络法对波兰 34 个中学班级的 903 名青少年(57% 为女生)进行了研究。学生们在进入中学后开始参与研究,并接受了两年半的跟踪调查。在此期间的六个测量时间点收集了小组数据。价值观根据施瓦茨提出的价值观理论进行概念化,并通过肖像价值观问卷进行测量。网络数据的收集采用名册设计。学生们被要求评估他们友谊的强度,以及他们在过去两周内向同伴请教学校或家庭作业问题或谈论对他们重要的事情的频率。我们发现,选择效应和社会化效应都得到了实证支持,尤其是在保护价值观(保护和自我增值)方面。选择效应在建议和信任网络中最为明显,而社会化效应在友谊和信任网络中尤为普遍。
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引用次数: 0
The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect 在线群体间接触干预的起伏:流行叙事和二次转移效应
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-08-02 DOI: 10.1007/s10212-024-00887-6
Simona Oľhová, Monika Brachtlová, Marek Urban

Narrative texts may represent a specific form of indirect contact, i.e., vicarious contact between the members of different groups. The present study introduces an online reading intervention promoting intergroup trust between children from the majority Czech population and the Vietnamese minority, reducing their perceived social distance and intergroup anxiety, as well as improving their behavioral intentions towards the minority. Forty-three primary school children were either part of a control group or participated in an online study, where stories about intergroup relations were read in three individual sessions. Selected stories represented the daily experiences of a same-aged boy from a Vietnamese minority. The control group only filled in the pre- and post-test questionnaires. The intervention group exhibited improvements in positive attitudes and reduction of negative attitudes with strong effect size. The subsequent goal of the study was to test whether secondary transfer would be manifested towards eight other minorities living in the country, i.e., whether the shift in attitudes would also generalize to minorities about whom the stories were not read. The manifested transfer varied from weak to very strong. The most profound change was exhibited in explicit attitudes towards Muslim and Roma, followed by the Ukrainian minority and homosexuals. The online reading intervention is therefore a promising tool for prejudice reduction in primary school children.

叙事文本可能代表了一种特殊形式的间接接触,即不同群体成员之间的替代接触。本研究介绍了一种在线阅读干预措施,旨在促进捷克多数民族儿童与越南少数民族儿童之间的群体间信任,减少他们感知到的社会距离和群体间焦虑,并改善他们对少数民族的行为意向。43 名小学生要么是对照组的一员,要么参加了在线研究,在三个单独的环节中阅读了有关群体间关系的故事。所选故事反映了一个越南少数民族同龄男孩的日常经历。对照组只填写测试前和测试后的问卷。干预组表现出积极态度的改善和消极态度的减少,且效果显著。研究的后续目标是检验二次迁移是否会体现在生活在该国的其他八个少数民族身上,即态度的转变是否也会推广到没有读过故事的少数民族身上。表现出来的迁移从微弱到非常强烈不等。对穆斯林和罗姆人的明确态度变化最大,其次是乌克兰少数民族和同性恋者。因此,在线阅读干预是减少小学生偏见的一个很有前途的工具。
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引用次数: 0
The values of schools: an analysis of vision statements 学校的价值观:对愿景声明的分析
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-07-31 DOI: 10.1007/s10212-024-00886-7
Ella Daniel, Sharon Arieli, Liat Akerman

School vision statements articulate an aspired future state for the school, highlighting its ideals, purpose, and unique aspects to direct behavior and promote motivation and commitment among stakeholders. This paper investigates vision statements of schools as artifacts expressing the values emphasized by schools, drawing on organizational literature that shows the role of central organizational artifacts in conveying the values important to the organization. Using a comprehensive sample of elementary schools across all districts in Israel (N = 99), we built on Schwartz’s values theory to identify values and analyze expressed values. We employed a mixed methods approach, combining qualitative and quantitative methods to analyze these values. First, we analyzed the content of vision statements to investigate how values were manifested. Then, we investigated the values hierarchy reflected in the vision statements, and compared sectors to identify the impact of the broader social context. Our analysis revealed variation in values expression: as expected, self-direction and benevolence emerged as the most prevalent values in school vision statements; power and hedonism were less salient. Comparison of vision statements from public and public-religious schools, as well as across schools with varying socioeconomic status (SES), revealed differences in universalism values. Public schools and those with higher SES placed greater importance on universalism values compared to public-religious schools. Additionally, tradition values were less prominent in public schools but were the second most significant values in public-religious schools. We discuss the results within the framework of values theory and educational policy.

学校愿景声明阐述了学校所期望的未来状态,突出了学校的理想、宗旨和独特方面,以指导利益相关者的行为,促进利益相关者的积极性和承诺。本文借鉴组织文献,研究了学校愿景声明作为表达学校所强调的价值观的人工制品,这些文献显示了组织核心人工制品在传达组织重要价值观方面的作用。我们利用以色列所有地区小学的综合样本(N = 99),以施瓦茨的价值观理论为基础,确定价值观并分析所表达的价值观。我们采用混合方法,结合定性和定量方法来分析这些价值观。首先,我们分析了愿景声明的内容,以调查价值观是如何体现的。然后,我们调查了愿景声明中反映的价值观层次,并对各部门进行了比较,以确定更广泛的社会背景的影响。我们的分析揭示了价值观表达的差异:不出所料,自我导向和仁爱是学校愿景声明中最普遍的价值观;权力和享乐主义则不那么突出。通过比较公立学校和公立宗教学校的愿景陈述,以及不同社会经济地位(SES)的学校的愿景陈述,我们发现了普遍主义价值观的差异。与公立宗教学校相比,公立学校和社会经济地位较高的学校更重视普世价值。此外,传统价值观在公立学校并不那么突出,但在公共宗教学校却是第二重要的价值观。我们将在价值观理论和教育政策的框架内对结果进行讨论。
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引用次数: 0
How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics 如何利用指南和教学评分标准改进本科生撰写的议论性综合文章
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-07-29 DOI: 10.1007/s10212-024-00890-x
Isabel Cuevas, Mar Mateos, Lidia Casado-Ledesma, Ricardo Olmos, Miriam Granado-Peinado, María Luna, Juan Antonio Núñez, Elena Martín

Undergraduates often struggle writing argumentative syntheses from conflicting sources. Written guides can help in the different phases of the process involved in these tasks and are more effective when accompanied by explicit instruction. Nevertheless, there are few studies on instructional rubrics as an aid to argumentative writing and none are focused on synthesis tasks. Our objectives were to compare (1) the effectiveness of a guide and a rubric as aids to the processes of selection and integration in writing an argumentative synthesis; (2) whether explicit instruction in synthesis writing strategies enhances the effects of both aids and (3) the effectiveness of the aids offered during the practice sessions performed with the support of aids and after removing those aids. The study was conducted with 120 undergraduate psychology students. An experimental inter/intra-subject factorial design 2 (Instruction) x 2 (Type of aid) x 4 (Time) was employed. We used mixed linear models to assess the intervention effects. The guide facilitated the selection of arguments. Both guide and rubric promoted integration. When students also received explicit instruction, the learning rate of integration strategies was accelerated, and the impact of guide and rubric was greater.

本科生在根据相互矛盾的资料来源撰写综合论证文章时常常会遇到困难。书面指导可以帮助学生完成这些任务所涉及的不同阶段的写作过程,如果辅以明确的指导,效果会更好。然而,很少有研究将指导性评分标准作为议论文写作的辅助工具,也没有研究侧重于综合任务。我们的目标是比较:(1) 指南和评分标准作为论证性综合写作中选择和整合过程的辅助工具的有效性;(2) 关于综合写作策略的明确指导是否会增强这两种辅助工具的效果;(3) 在辅助工具支持下和去除这些辅助工具后,在练习过程中提供的辅助工具的有效性。研究对象为 120 名心理学本科生。我们采用了 2(指导)x 2(辅助工具类型)x 4(时间)的实验性受试者间/受试者内因子设计。我们使用混合线性模型来评估干预效果。指南促进了论据的选择。指南和评分标准都促进了整合。当学生同时接受明确的指导时,整合策略的学习速度加快,指导和评分标准的影响更大。
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引用次数: 0
Developing theory by engaging in collaborative transformations of educational practice 通过参与教育实践的合作变革来发展理论
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-07-29 DOI: 10.1007/s10212-024-00883-w
Thomas Gylling-Andersen

This article presents a methodological approach to educational psychology research in which researchers engage in collaborative transformations of educational practice while developing theory concerning the societal and scientific relevance of these transformative processes. The theoretical inspiration for this approach stems from German-Scandinavian Critical Psychology, Transformative Activist Stance, and the Change Laboratory Framework — three research traditions with common roots in cultural-historical psychology and activity theory. Empirically, the article is based on a transformative research collaboration between the author and a 2nd grade teacher at a Danish municipal primary school. The aim was to develop an intervention framework to support the development of cultures of care within communities of children, while simultaneously producing theoretical knowledge about the conditions that enable the development of such cultures within the contradictory and dilemma-filled historical and socio-political context of Danish municipally governed schools. Empirical excerpts show how a novel intervention principle emerged as a synthesis of the researcher and the schoolteacher’s respective, seemingly contradictory knowledge contributions. Against a backdrop of historical-institutional analyses, it is argued that this intervention principle represents a novel scope of possibilities for educational professionals struggling to manoeuvre within the various contradictions and common problems inherent to Danish municipally governed schools. In the discussion, it is argued that the transformative approach presented here seems particularly promising for the democratisation of knowledge production. This assertion is supported by a demonstration of how the approach is particularly flexible to continuously integrate critique, contributions, and contestations from co-researchers within educational practice, adults as well as children.

本文介绍了一种教育心理学研究的方法论,在这种方法论中,研究人员参与教育实践的合作转型,同时发展有关这些转型过程的社会和科学意义的理论。这种方法的理论灵感来源于德国-斯堪的纳维亚批判心理学、变革活动家立场和变革实验室框架--这三种研究传统共同植根于文化历史心理学和活动理论。在经验方面,本文基于作者与丹麦一所市立小学二年级教师之间的转型研究合作。其目的是制定一个干预框架,以支持儿童社区内关爱文化的发展,同时提供理论知识,说明在丹麦市立学校充满矛盾和困境的历史和社会政治背景下,发展这种文化的条件。经验摘录表明,研究人员和学校教师各自贡献的看似矛盾的知识是如何综合形成一种新颖的干预原则的。以历史-制度分析为背景,论证了这一干预原则代表了教育专业人员在丹麦市政管理学校固有的各种矛盾和共同问题中努力应对的新的可能性范围。在讨论中,有人认为这里提出的变革方法对于知识生产的民主化似乎特别有前途。为了支持这一论断,我们展示了这种方法如何特别灵活地不断整合来自教育实践中的共同研究者(成人和儿童)的批评、贡献和争议。
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引用次数: 0
How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic 儿童的策略选择和执行与他们的执行功能有何关系?多步算术中的选择/非选择研究
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-07-26 DOI: 10.1007/s10212-024-00889-4
Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel

In recent years, an increasing number of studies have examined the association between mathematical abilities and executive functions (EFs). However, it remains unknown via which mechanisms’ mathematical performance is associated with EFs. The current study examined the associations of overall task proficiency, strategy selection, and strategy execution when solving multi-step subtraction problems with three EFs (i.e., updating, inhibition, and shifting). With a choice/no-choice design, 150 fifth-graders’ (Mage = 10 years, 11 months) direct subtraction (DS; e.g., 712 − 346 = ?; 712 − 300 = 412, 412 − 40 = 372, and 372 − 6 = 366) and subtraction by addition (SBA; e.g., 712 − 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) use to solve multi-step subtractions was examined. Participants were offered ten subtractions in one choice condition (free choice between DS and SBA), based on which we obtained data about task proficiency and strategy selection, and in two no-choice conditions (mandatory use of either DS or SBA), which were used to examine strategy execution. The results showed that task proficiency in the choice condition was associated with updating and inhibition but not with shifting. Furthermore, strategy selection was associated with updating but not with inhibition and shifting. Strategy execution was associated with updating but not with inhibition and shifting. The inclusion of separate strategy selection and execution parameters helped to unravel how arithmetic performance and EFs are associated.

近年来,越来越多的研究探讨了数学能力与执行功能(EFs)之间的关联。然而,人们仍然不知道数学成绩与执行功能是通过何种机制联系在一起的。本研究考察了在解决多步减法问题时,整体任务熟练度、策略选择和策略执行与三种执行功能(即更新、抑制和转移)之间的关联。通过选择/非选择设计,150 名五年级学生(年龄 = 10 岁 11 个月)的直接减法(DS;例如,712 - 346 = ?;712 - 300 = 412;412 - 40 = 372;372 - 6 = 366)和加法减法(SBA;例如、712 - 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, 和 54 + 300 + 12 = 366)来解决多步减法。在一种选择条件下(在 DS 和 SBA 之间自由选择),我们获得了有关任务熟练程度和策略选择的数据;在两种非选择条件下(强制使用 DS 或 SBA),我们考察了策略执行情况。结果表明,在选择条件下,任务熟练程度与更新和抑制有关,但与转移无关。此外,策略选择与更新有关,但与抑制和转移无关。策略执行与更新有关,但与抑制和转移无关。加入单独的策略选择和执行参数有助于揭示算术成绩和EF之间的关联。
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引用次数: 0
Experience, difficulties, and needs of French teachers welcoming students with cancer in kindergarten and primary school 法国教师接待幼儿园和小学癌症学生的经验、困难和需求
IF 3 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-07-26 DOI: 10.1007/s10212-024-00888-5
Virginie Fabre, Florence Labrell

International research suggests that the success of re-entering school for cancer survivors is multifactorial. The quality of the school-family-hospital liaison and the promotion of social links between the child with cancer and his or her classmates appear to be central points. In France, the schooling of children with cancer is not frequently examined, and the teachers’ experiences are never discussed. The aim of our study is to investigate the professional practices and experiences of French teachers in kindergarten and primary schools welcoming students with cancer, regarding international studies, to contribute to improving the handling of these children. By using an international survey based on the Delphi method as well as qualitative data, we investigated the point of view of 66 French teachers working in kindergarten and primary schools. Both methods highlight that strong collaboration with parents, the information provided by medical staff, and social connections with classmates constitute needs for interviewed teachers. In parallel, keeping a constant link with the children and their families, raising the awareness of peers, and providing personalized support to the survivor student appear to be major resources for these teachers. In terms of difficulties, both methods attest that teachers request training and more support to manage both survivor students’ academic difficulties, peer awareness, and mutual understanding. Besides, qualitative results suggest a lack of efficiency in school-hospital liaison and in institutional support, which might be strengthened through standardization of the re-entry process and systematic monitoring of the school career of these children.

国际研究表明,癌症幸存者成功重返校园的因素是多方面的。学校-家庭-医院联络的质量以及促进癌症患儿与其同学之间的社会联系似乎是核心要点。在法国,癌症患儿的学校教育并不常见,教师的经验也从未被讨论过。我们的研究旨在调查法国幼儿园和小学教师在国际研究方面的专业实践和经验,为改善这些儿童的教育做出贡献。通过使用基于德尔菲法的国际调查和定性数据,我们调查了 66 名在幼儿园和小学工作的法国教师的观点。这两种方法都突出表明,与家长的紧密合作、医务人员提供的信息以及与同学的社交联系是受访教师的需求。与此同时,与儿童及其家庭保持经常性联系、提高同学的认识以及为幸存学生提供个性化支持,似乎也是这些教师的主要资源。在困难方面,两种方法都证明,教师需要培训和更多支持,以管理幸存学生的学业困难、同伴意识和相互理解。此外,定性结果表明,学校与医院之间的联络和机构支持缺乏效率,这可以通过规范重新入学程序和系统监测这些儿童的学校生涯来加强。
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引用次数: 0
期刊
European Journal of Psychology of Education
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