British Journal of Educational Psychology最新文献_第6页

Expected and unexpected long-term effects of values affirmation in school 学校价值观肯定的预期和意外长期效果。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-07-29 DOI: 10.1111/bjep.12711

Ian R. Hadden, Peter R. Harris, Matthew J. Easterbrook

Background

An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11–14, increased the mathematics attainment of students of low socioeconomic status (SES).

Aims

This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment.

Sample

The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES).

Methods

The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed.

Results

The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls.

Conclusions

The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period.

背景：早先在英国一所学校进行的一项研究发现，11-14 岁的学生在一学年中进行的一系列简短的价值观肯定写作练习提高了社会经济地位较低的学生的数学成绩：样本包括原始研究分析样本中所有仍在校就读且有必要数据的学生，N = 409（95 名低社会经济地位学生）：方法：分析了学生在 16 岁时参加的高风险全国标准化评估的结果，这些评估是在确认后两到四年进行的：结果：证据不支持预先登记的假设，即价值观肯定会提高低社会经济地位学生的数学和英语成绩。然而，探索性分析表明，对于三年小组中两个小组的低社会经济地位学生，干预措施提高了 "学业成绩 8"（与政策相关的衡量学业成绩的广泛标准），并提高了男生的英语成绩（尤其是英语文学），但降低了女生的相应成绩：结果表明，价值观肯定的益处会因学生群体和学校科目的不同而不同，而且在某些情况下可能具有时间限制。这就提出了一系列假设，供今后的研究进行检验，以便进一步了解什么时候价值观肯定对在校学生来说是成功的，什么时候是不成功的。

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引用次数: 0

Friend influence and susceptibility to influence on emotions towards math: The role of adolescent temperament 朋友对数学情绪的影响和易受影响性：青少年气质的作用

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-07-29 DOI: 10.1111/bjep.12710

Noona Kiuru, Dawn DeLay, Katja Tervahartiala, Juho Polet, Riikka Hirvonen

Background and Aims

Peer relationships during adolescence play an important role in shaping academic outcomes. The present study examined friend influences on emotions towards math, as well as the role of temperament in these influences.

Sample

The sample consisted of 350 Finnish students (mean age 13.29 years; 64% girls) who were involved in stable friendship dyads from fall to spring of Grade 7.

Methods

In this two-wave study, information on adolescents' temperament (i.e., negative emotionality, extraversion, effortful control) and on seven emotions towards math (i.e., enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) was collected during grade 7. The data were analysed using longitudinal actor-partner interdependence models.

Results

The results showed that friends resembled each other in all the investigated math-related emotions. Furthermore, over and above these initial similarities, friends mutually influenced each other's math-related enjoyment and anger towards math. Students characterized by higher negative emotionality also influenced their friends with lower levels of negative emotionality towards an increase in math-related anger and a lack of effortful control made adolescents more susceptible to friend influence over math-related shame and anxiety.

Conclusion

Our findings demonstrate that friends influence each other over time in math-related enjoyment and frustration. Furthermore, high negative emotionality may make adolescents more influential over their friends' math-related anger and a lack of effortful control may make adolescents more susceptible to friend influence over math-related shame and anxiety. Thus, the current findings have implications for how peer relations may impact individual outcomes in mathematics, for better or worse.

背景和目的：青少年时期的同伴关系对学习成绩的形成起着重要作用。本研究探讨了朋友对数学情绪的影响，以及气质在这些影响中的作用：样本包括 350 名芬兰学生（平均年龄 13.29 岁；64% 为女生），他们在七年级秋季至春季期间保持稳定的友谊关系：在这项分两个阶段进行的研究中，收集了七年级学生的气质（即消极情绪、外向性、努力控制）和对数学的七种情绪（即愉快、希望、自豪、愤怒、焦虑、羞愧、绝望和无聊）。数据采用纵向行为者-伙伴相互依赖模型进行分析：结果表明，在所有被调查的与数学有关的情绪中，朋友之间都很相似。此外，除了这些最初的相似性之外，朋友之间还相互影响着对方与数学相关的快乐和对数学的愤怒。消极情绪水平较高的学生也会影响其消极情绪水平较低的朋友，使其增加与数学有关的愤怒情绪，而缺乏努力控制能力的青少年更容易受到朋友的影响，产生与数学有关的羞耻感和焦虑感：我们的研究结果表明，在与数学有关的乐趣和挫折方面，朋友之间会随着时间的推移而相互影响。此外，高负面情绪可能会使青少年更容易受到朋友与数学有关的愤怒的影响，而缺乏努力控制可能会使青少年更容易受到朋友与数学有关的羞愧和焦虑的影响。因此，目前的研究结果对同伴关系如何影响个人数学学习成绩的好坏具有一定的启示意义。

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引用次数: 0

Student–teacher relational entitlement and its association with students' and teachers' characteristics 师生关系权利及其与学生和教师特征的关系。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-07-24 DOI: 10.1111/bjep.12708

Rami Tolmacz, Adar Ben-Eliyahu, Mario Mikulincer, Yaniv Efrati

Introduction

One's sense of entitlement—the subjective perception of what one deserves from another person—can contribute to social attitudes and behaviour in positive or negative ways, depending on the way in which one construes this subjective sense. Previous work has examined how adolescents' sense of entitlement towards their parents contributes positively or negatively to their well-being. In this study, we extend this line of research and focus on adolescents' sense of entitlement towards another important authority figure—teachers, while examining its associations with both students' and teachers' characteristics and implications for students' functioning at school.

Method

We adapted the Adolescents' Sense of Relational Entitlement towards Parents scale to tap students' relational entitlement towards their teachers. We then examined the factor structure of the adapted scale and its associations with students' and teachers' relevant psychological measures in three samples (N = 1588).

Results

Findings confirmed the three-factor structure of student–teacher entitlement. Studies 2–3 also revealed that students' sense of entitlement was associated with both students' variables (e.g., psychological well-being, self-esteem, perceptions of teachers' acceptance of them and students' school engagement) and teachers' emotional difficulties. Study 3's findings indicated that students' sense of entitlement was associated with their school engagement.

Conclusion

Students' sense of entitlement towards teachers seems to be associated with teachers' emotional makeup and attitudes towards students. In addition, this subjective sense is associated with students' school engagement. These findings suggest that there is theoretical value and practical implications for further unpacking both teachers' and students' factors associated with students' sense of entitlement and examining its association with academic functioning at school.

导言：一个人的权利感--对自己应从他人那里得到什么的主观认识--会以积极或消极的方式影响社会态度和行为，这取决于人们如何理解这种主观感觉。以往的研究已经探讨了青少年对父母的权利感如何对他们的福祉产生积极或消极的影响。在本研究中，我们扩展了这一研究思路，重点关注青少年对另一个重要权威人物--教师的权利感，同时考察其与学生和教师特征的关联，以及对学生在校功能的影响：我们改编了 "青少年对父母的权利感 "量表，以了解学生对教师的权利感。然后，我们在三个样本（N = 1588）中考察了改编量表的因子结构及其与学生和教师相关心理测量的关联：结果：研究结果证实了师生权利的三因素结构。研究 2-3 还显示，学生的权利感与学生的变量（如心理健康、自尊、对教师接纳他们的看法以及学生的学校参与度）和教师的情绪困难都有关联。研究 3 的结果表明，学生的权利感与他们的学校参与度有关：结论：学生对教师的权利感似乎与教师的情绪构成和对学生的态度有关。此外，这种主观意识还与学生的学校参与度有关。这些研究结果表明，进一步解读教师和学生与学生权利感相关的因素，并研究其与学校学业功能的关系，具有理论价值和现实意义。

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引用次数: 0

The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study 数学焦虑和自我效能对初中 STEM 选择的影响：为期三年的纵向研究。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-07-08 DOI: 10.1111/bjep.12707

Alessandro Cuder, Sandra Pellizzoni, Miriana Di Marco, Claudia Blason, Eleonora Doz, David Giofrè, Maria Chiara Passolunghi

Introduction

In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school.

Methods

We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions.

Results

Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice.

Conclusion

Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.

导言：当今世界正逐步向科学和技术领域发展，对专业技术人才的需求日益增长，因此，确定鼓励个人从事 STEM（科学、技术、工程和数学）领域职业的因素至关重要。以往的研究表明，情感-动机因素、数学成绩和性别会影响成年后对 STEM 职业和学业的选择。然而，很少有研究探讨这些因素如何影响学生在初中阶段对 STEM 的选择。本研究旨在评估数学焦虑、数学自我效能感、数学成绩和性别如何影响初中阶段的 STEM 学校选择：方法：我们对 109 名学生（六年级）进行了纵向评估，历时三个学年，在三个不同的场合进行了测量：结果：研究结果表明，选择 STEM 学校的学生数学焦虑较低，自我效能感较高，数学成绩较好，且以男性为主。此外，结果表明，七年级的数学焦虑和六年级的自我效能感对 STEM 学校选择的独特贡献最大：结论：数学焦虑和数学自我效能感似乎都是影响初中生 STEM 选择的关键因素，这为早期干预提供了新的视角，旨在促进学生做出更明智的学校选择。

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引用次数: 0

Digital interventions to support morality: A scoping review 支持道德的数字化干预措施：范围审查。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-06-27 DOI: 10.1111/bjep.12706

Chiara Scuotto, Stefano Triberti, Maria Luisa Iavarone, Pierpaolo Limone

Background

Morality and moral reasoning develop over the course of life, but such development may encounter obstacles. Psycho-educational interventions could be designed to improve moral reasoning and attitude towards prosociality. In the last decades, many interventions employed digital technologies ranging from multicomponent online platforms to serious games and virtual reality, making use of interactivity and immersive properties that could make moral stimuli more engaging.

Aims

This study aimed at reviewing the literature on digital interventions to support morality and moral reasoning, carried out with subjects of all age groups.

Methods and results

Two electronic databases were searched with a systematic approach, and retrieved publications were scanned by authors against inclusion criteria. Twenty-three articles were reviewed. In general, the literature describes encouraging results of digital interventions to support morality. Moreover, a huge variety of morality conceptualizations emerged across various contexts (e.g., professional, school and sports) as well as various outcome measurements (e.g., change in attitudes and change in behaviour).

Conclusions

Effectiveness of digital interventions may relate to immersive and interactive simulations in particular, in that they allow participants not only to learn about moral rules and principles but also to actively exercise their own morality to make decisions. Future research may build on the present scoping review to analyse specific types of interventions' effectiveness with a meta-analytical approach.

背景：道德和道德推理在人的一生中会不断发展，但这种发展可能会遇到障碍。可以设计心理教育干预措施来提高道德推理能力和亲社会态度。在过去的几十年里，许多干预措施都采用了数字技术，从多组件在线平台到严肃游戏和虚拟现实，利用互动性和身临其境的特性，使道德刺激更加吸引人：采用系统方法检索了两个电子数据库，作者根据纳入标准对检索到的出版物进行了扫描。共审查了 23 篇文章。总体而言，文献介绍了支持道德的数字干预措施所取得的令人鼓舞的成果。此外，在不同的环境（如职业、学校和体育）以及不同的结果测量（如态度和行为的改变）中，出现了大量不同的道德概念：结论：数字干预的有效性可能与身临其境的交互式模拟特别相关，因为它们不仅能让参与者学习道德规则和原则，还能让他们积极运用自己的道德观做出决定。未来的研究可以在本范围审查的基础上，采用元分析方法分析特定类型干预措施的有效性。

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引用次数: 0

A randomized controlled study of a second grade numeracy intervention with Swedish students at-risk of mathematics difficulties 针对有数学困难风险的瑞典学生的二年级计算能力干预随机对照研究

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-06-21 DOI: 10.1111/bjep.12705

Hanna Lindström-Sandahl, Joakim Samuelsson, Henrik Danielsson, Stefan Samuelsson, Åsa Elwér

Background

Early numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design.

Aim

This pre- and post-test randomized controlled study evaluated the effects of an intensive 9-week numeracy and arithmetic programme for second-grade students at risk for early MDs. The focus of the programme was students’ foundational understanding of numbers and mathematical concepts and procedural fluency with arithmetic tasks.

Sample

A total of 753 first-grade students from 21 schools in Sweden were screened for low achievement in number knowledge and arithmetic.

Methods

Students considered at risk for MDs (≤25 percentile on two consecutive first-grade mathematics screenings) were individually randomized to an intervention group (n = 32) or control group (n = 30) at the beginning of second grade (7–8 years old). Trained teachers administered the one-to-one, explicit programme to intervention group students in elementary school settings. The intervention group received numeracy instruction emphasizing foundational mathematics concepts and procedures. Controls received teaching as usual with potential special education support provided by their schools.

Results

The intervention group demonstrated significantly greater improvements in conceptual knowledge, arithmetic calculations and problem-solving compared to the control group, with medium size effects observed.

Conclusions

A supplemental and intensive programme, with explicit instruction emphasizing numeracy, substantially improved knowledge and skills essential for arithmetic learning. Instruction in conceptual number knowledge and procedures also shows a significant impact on basic arithmetic problem-solving.

背景早期算术干预（包括基础算术）对于面临早期数学困难（MD）风险的低年级学生至关重要，但很少有研究采用随机对照设计对二年级的算术干预进行评估。方法在二年级（7-8 岁）开始时，将被认为有可能患上早期失智症的学生（在连续两次一年级数学筛查中得分≤25%）单独随机分配到干预组（n = 32）或对照组（n = 30）。经过培训的教师在小学环境中为干预组学生实施一对一的明确课程。干预组接受计算教学，强调基础数学概念和程序。结果与对照组相比，干预组在概念性知识、算术计算和问题解决方面都有显著提高，效果中等。结论一个补充性的强化课程，加上强调计算能力的明确教学，大大提高了算术学习所必需的知识和技能。概念性数字知识和程序的教学对基本算术问题的解决也有显著影响。

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引用次数: 0

Parent–teacher relationship and students' learning engagement in China: A longitudinal study considering urban–suburban differences 中国家长与教师的关系和学生的学习参与度：考虑城乡差异的纵向研究。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-06-19 DOI: 10.1111/bjep.12698

Xinran Zhou, Qinni He, Xinyu Zhang, Yufang Bian

Background

The importance of parent-teacher relationships has been well-discussed in Western contexts. It’s still unclear whether and how parent-teacher relationships affect students’ academic development, especially in the context of China's uneven development between urban and suburban areas.

Aims

This study examined the urban–suburban differences in the influence of the parent–teacher relationships on students' learning engagement during the last 3 years of primary school to contribute to related policy and practice.

Sample and Methods

Data were collected annually during the summer period in three waves from Grades 4 to 6. The sample included 1408 students (M_age = 10.35, SD = .48; 49.1% boys) paired with their mothers (M_age = 38.82, SD = 3.54), with 643 pairs from urban areas and 765 pairs from suburban areas in China. In each wave, the parents reported the frequency of contact with their child's teacher during the previous school year as well as the quality of their relationship, and the students reported their learning engagement. Latent growth models were used to examine the hypotheses.

Results

A statistically significant decline in learning engagement was seen only in suburban students, while the parent–teacher relationships seemed to increase for both suburban and urban participants. Latent growth modelling showed that the increasing levels of relationship quality reduced the decline in the suburban students' learning engagement, although the contact between parents and teachers did not play such a positive role for both urban and suburban students.

Conclusions

The findings reveal a compensatory effect of the quality of the parent–teacher relationship on suburban students' learning engagement. Considering the difference in students' learning engagement between urban and suburban students, increased effort on high-quality parent–teacher relationships for suburban students is required to better support their academic development.

背景：在西方，家长与教师关系的重要性已被广泛讨论。目的：本研究探讨了在小学最后三年中，家长与教师的关系对学生学习参与度的影响在城市与郊区之间的差异，以期为相关政策和实践做出贡献：数据收集于每年暑假期间，分三波从四年级到六年级进行。样本包括1408名学生（Mage = 10.35，SD = .48；49.1%为男生）和他们的母亲（Mage = 38.82，SD = 3.54），其中643对来自中国城市地区，765对来自郊区。在每个波次中，家长报告了上一学年与孩子老师接触的频率以及双方关系的质量，而学生则报告了他们的学习参与度。研究采用潜增长模型对假设进行检验：结果：只有郊区学生的学习参与度出现了统计学意义上的明显下降，而郊区和城市参与者的家长与教师关系似乎都有所改善。潜增长模型显示，关系质量水平的提高减少了郊区学生学习参与度的下降，尽管家长和教师之间的接触对城市和郊区学生来说并没有发挥如此积极的作用：结论：研究结果表明，家长与教师关系的质量对郊区学生的学习参与度有补偿作用。考虑到城市学生和郊区学生在学习参与度上的差异，需要加大力度为郊区学生建立高质量的家长和教师关系，以更好地支持他们的学业发展。

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引用次数: 0

Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate 在数学课堂上从错误中学习：从错误中学习：两年来在感知错误氛围方面的发展。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-06-18 DOI: 10.1111/bjep.12697

Markus Dresel, Martin Daumiller, Jana Spear, Stefan Janke, Oliver Dickhäuser, Gabriele Steuer

Background

Errors can provide informative feedback and exhibit a high potential for learning gains. Affective-motivational and action-related reactions to errors are two forms of error adaptivity that have been shown to enhance learning outcomes from errors. However, little is known regarding the development and contextual conditions of students' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in the classroom.

Aim

We investigated how students' dealing with errors develops over time and which role the classroom context in general, and the perceived error climate in particular, has for this development.

Sample

A total of 1641 students participated in 69 mathematics classrooms in academic secondary schools.

Methods

Perceived error climate alongside students' self-reported individual reactions to errors were assessed in a 2-year longitudinal study with five measurement points over the fifth and sixth grade.

Results

Growth-curve modelling indicated an, on average, negative development of students' individual reactions to errors. This development varied substantially between classrooms and systematically depended on perceived error climate. A more positive error climate was associated with a less negative development of error adaptivity.

Conclusion

Taken together, our findings imply a strong need and considerable room for the teachers' support in developing and maintaining adaptive reactions to errors. They also allow for the conclusion that teachers can succeed here by means of realizing a positive error climate in class.

背景：错误可以提供信息反馈，并表现出极大的学习收益潜力。对错误的情感-动机反应和与行动相关的反应是错误适应性的两种形式，已被证明能从错误中提高学习效果。然而，人们对学生错误反应的发展和情境条件知之甚少。目的：我们研究了学生处理错误的能力是如何随着时间的推移而发展的，以及课堂环境，特别是感知到的错误氛围，对这种发展所起的作用：共有 1641 名学生参加了 69 个中学数学课堂：方法：在一项为期两年的纵向研究中，对学生感知到的错误氛围以及学生自我报告的个人对错误的反应进行评估：成长曲线模型显示，学生对错误的个人反应平均呈负向发展。这种发展在不同班级之间有很大差异，并系统地取决于感知到的错误氛围。错误氛围越积极，错误适应能力的消极发展就越小：综上所述，我们的研究结果表明，在发展和保持对错误的适应性反应方面，教师的支持是十分必要的，而且还有相当大的空间。这些结论还表明，教师可以通过在课堂上营造积极的错误氛围来取得成功。

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引用次数: 0

The role of parenting- and employment-related variables on fathers' involvement in their children's education 养育子女和就业相关变量对父亲参与子女教育的影响。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-06-18 DOI: 10.1111/bjep.12704

Vincent Mancini, Thom Nevill, Trevor Mazzucchelli, Jasleen Chhabra, Bruce Robinson

Background

Parent involvement strongly correlates with children's educational attainment. Sociocultural shifts in parenting roles and shared responsibilities have driven an increase in the need for involvement of fathers in activities to support their children's educational development. Several factors are thought to influence father involvement in children's education; however, the most salient factors remain unclear.

Aims

To examine which variables correlate with father involvement in their children's education using a combination of demographic, parent-related and employment-related variance.

Sample

A total of 166 fathers of at least one child aged 6–17 years and residing across five industrialized Western countries participated in an online survey.

Method

Hierarchical multiple regression analysis (HMRA) was performed to examine the total and incremental variance using regression models including demographic, parenting- and employment-related variables linked to educational involvement.

Results and Conclusions

The variables included in the current study could explain a large and statistically significant 34% of the variability in fathers' educational involvement. Of these variables, only four were statistically significant in the final model. Specifically, fathers were more likely to be engaged in their children's education when their children were younger, and when parent self-efficacy, positive work-to-family interface and financial anxiety were high. The study's findings indicate that a positive work environment can help fathers better support their children's education, offering a new focus for future interventions and policies. This includes those focused on targeting work-related constructs to optimize family functioning.

背景：父母的参与与子女的受教育程度密切相关。养育子女的角色和共同责任的社会文化转变促使父亲更有必要参与支持子女教育发展的活动。目的：通过人口统计学、与父母相关和与就业相关的变量组合，研究哪些变量与父亲参与子女教育相关：共有 166 名至少有一个 6-17 岁子女的父亲参加了在线调查，他们居住在五个西方工业化国家：方法：采用层次多元回归分析法（HMRA），利用包括与教育参与相关的人口学、养育和就业变量在内的回归模型，研究总变异和增量变异：本研究中包含的变量可以解释父亲教育参与度中 34% 的巨大变异，且具有显著的统计学意义。在这些变量中，只有四个变量在最终模型中具有统计意义。具体来说，当子女年龄较小、家长自我效能感、工作与家庭的积极互动以及财务焦虑较高时，父亲更有可能参与子女的教育。研究结果表明，积极的工作环境可以帮助父亲更好地支持子女的教育，为未来的干预措施和政策提供了新的关注点。这包括那些以工作相关因素为目标来优化家庭功能的干预措施和政策。

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引用次数: 0

Is inclusive education for children with special educational needs and disabilities an impossible dream? 为有特殊教育需求和残疾的儿童提供全纳教育是不可能实现的梦想吗？

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-06-18 DOI: 10.1111/bjep.12701

Lisa Marks Woolfson

Background: Countries have been implementing inclusive educational practices for children with special educational needs and disabilities (SEND) for at least 30 years.

Aims: Some issues continue to present as unresolved and will be examined in this paper with possible ways forward suggested. 1. There is still a lack of clarity around the definition of inclusion, its theoretical underpinnings, its implementation in practice and evaluation of success. 2. Teachers often still report the same problems of insufficient resources and express the same concerns about lack of skills and knowledge as reported in the early days. 3. A key question is, do children with SEND achieve better outcomes in inclusive educational settings?

Discussion and conclusions: The paper argues that an overarching executive framework applied to the education of children with SEND is needed to provide a common frame of reference that can be shared by educators, policymakers and researchers. New ways of resourcing inclusion are discussed including supporting collaboration between mainstream and special schools to better utilize the expertise located in special schools. The paper examines the evidence for improved academic and social outcomes for learners with SEND in inclusive schools and proposes that psychological outcomes now need to be measured too. It further suggests that future research needs to drill down to the level of teacher classroom instruction rather than rely on the broader mainstream school-special school comparison.

背景：各国为有特殊教育需要和残疾的儿童实施全纳教育实践至少已有 30 年之久。目的：一些问题仍未得到解决，本文将对这些问题进行研究，并提出可能的前进方向。1.1. 对全纳的定义、理论基础、实践实施和成功评估仍然缺乏清晰的认识。2.2. 教师往往仍然反映资源不足的问题，并对缺乏技能和知识表示与早期相同的关切。3.讨论与结论：本文认为，有必要制定一个适用于有特殊教育需要儿童教育的总体执行框架，为教育工作者、政策制定者和研究人员提供一个共同的参考框架。论文讨论了为全纳教育提供资源的新方法，包括支持主流学校与特殊学校之间的合作，以更好地利用特殊学校的专业知识。本文研究了在全纳学校中有特殊教育需要的学生在学业和社会方面取得进步的证据，并提出现在也需要对心理成果进行衡量。论文进一步建议，未来的研究需要深入到教师的课堂教学层面，而不是依赖更广泛的主流学校与特殊学校之间的比较。

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引用次数: 0