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Routine Activities Theory in cyber victimization and cyberbullying experiences of Turkish adolescents 土耳其青少年网络受害和网络欺凌经历的日常活动理论
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1080/21683603.2021.1980475
Gülendam Akgül
ABSTRACT The Routine Activity Theory proposes that the presence of a suitable target and a motivated offender in the absence of capable guardianship predict criminal behaviors. Prior research has utilized the theory to explain varied cyber victimization in different western and eastern cultures. The purpose of this study is to test the effects of adolescents’ online behaviors on cyber victimization and cyberbullying experiences from the Routine Activities Theory framework. Therefore, through this study, the paper expands upon this research to examine the cyber activities of Turkish adolescents on both cyber victimization and cyberbullying experiences. The participants were 1046 high school students between the ages of 14–18. According to the findings, Turkish adolescents’ cyberbullying and victimization experiences could be predicted from their cyber activities after controlling for gender. The results revealed the role of target suitability, exposure to a motivated offender and capable guardianship on both cyber victimization and cyberbullying in a more comprehensive model based on the Routine Activities Theory. Altogether, the findings provide evidence-based strategies for cyberbullying and victimization prevention at schools.
摘要:常规活动理论认为,在缺乏监护能力的情况下,存在合适的目标和有动机的罪犯可以预测犯罪行为。先前的研究利用这一理论来解释东西方不同文化中的网络受害现象。摘要本研究旨在从日常活动理论的角度,检验青少年网络行为对网络受害和网络欺凌体验的影响。因此,通过本研究,本文扩展了本研究,以研究土耳其青少年的网络活动对网络受害和网络欺凌经历的影响。参与者是1046名年龄在14-18岁之间的高中生。根据研究结果,土耳其青少年的网络欺凌和受害经历可以通过控制性别后的网络活动来预测。研究结果揭示了目标适宜性、接触动机犯罪者和监护能力在基于日常活动理论的更全面的网络受害和网络欺凌模型中的作用。总之,这些发现为学校的网络欺凌和受害者预防提供了基于证据的策略。
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引用次数: 2
Efficacy of eye movement desensitization and reprocessing (EMDR) therapy for children and adolescents with post-traumatic stress disorder 眼动脱敏和再加工治疗儿童和青少年创伤后应激障碍的疗效观察
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-30 DOI: 10.47602/JOSEP.V2I1.1
Esra Teke, Selahattin Avsaroglu
The purpose of the present study is to examine the efficacy of eye movement desensitization and reprocessing (EMDR) therapy for children and adolescents with post-traumatic stress disorder (PTSD). For this purpose, a framework was determined by using findings of the research and explanations at the conceptual level. PTSD is a mental disorder that is experienced after traumatic events, affects individuals cognitively, emotionally, and behaviorally and threatens the integrity of an individual's life. EMDR therapy is a therapy that imaginatively reveals the past or traumatic experiences of the client through eye movements and other bilateral stimuli (two-way sound or tactile stimulus), facilitates information processing processes. Whereas EMDR was initially an approach developed for adults, it was later used for children and adolescents. The fact that it gives positive results in a short time and these positive results continue in follow-up studies has increased the interest in using EMDR for children and adolescents with PTSD. The use of EMDR for children and adolescents has allowed their problems to be resolved in a timely manner and reduced PTSD symptoms. This situation has drawn attention to the importance of using EMDR in the practice of psychological counselors working in school environments, leading places where they work with children and adolescents, and where the first preventive and interventional studies are carried out. Therefore, it is considered that the use of EMDR will be functional in overcoming these negative life experiences of many students who have been directly or indirectly exposed to traumatic experiences during the COVID-19 epidemic period.
本研究旨在探讨眼动脱敏和再加工(EMDR)治疗儿童和青少年创伤后应激障碍(PTSD)的疗效。为此,利用研究结果和概念层面的解释确定了一个框架。创伤后应激障碍是一种在创伤事件后经历的精神障碍,影响个人的认知、情感和行为,并威胁到个人生活的完整性。EMDR疗法是一种通过眼球运动和其他双侧刺激(双向声音或触觉刺激)想象性地揭示来访者过去或创伤经历,促进信息加工过程的疗法。EMDR最初是为成人开发的一种方法,但后来被用于儿童和青少年。事实上,EMDR在短时间内就能产生积极的结果,并且这些积极的结果在后续研究中持续存在,这增加了人们对使用EMDR治疗患有创伤后应激障碍的儿童和青少年的兴趣。对儿童和青少年使用EMDR使他们的问题得到及时解决,并减少了创伤后应激障碍症状。这种情况引起了人们对在学校环境中工作的心理咨询师实践中使用EMDR的重要性的关注,这些工作主要是在他们与儿童和青少年一起工作的地方,以及在第一次进行预防和干预研究的地方。因此,我们认为,对于许多在新冠肺炎疫情期间直接或间接经历过创伤经历的学生来说,使用EMDR将有助于克服这些负面的生活经历。
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引用次数: 1
Psychological well-being in college students: Psychometric properties of the Brief Inventory of Thriving (BIT) and the Comprehensive Inventory of Thriving (CIT) 大学生的心理幸福感:短暂繁荣量表和综合繁荣量表的心理测量特征
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-04 DOI: 10.47602/josep.v1i1.6
Gökmen Arslan
The purpose of the present study is to investigate the psychometric properties of two integrative inventories of psychological well-being– the Brief Inventory of Thriving (BIT) and the Comprehensive Inventory of Thriving (CIT)– that could be widely used among Turkish young adults. This study also aimed to examine whether students with severe psychological health symptoms reported higher levels of loneliness, lack of control, and negative feelings, and fewer positive domains of the CIT (e.g., support, belonging, positive feelings, and self-efficacy).  The participants of this study included 314 Turkish undergraduate students (76% female with an age range of 18–47 years [M = 22.83, SD = 4.09]) from a state university in Turkey. Confirmatory factor analyses showed good psychometric fit statistics of both the CIT and BIT, confirming the latent structure of inventories. Factor loadings of the CIT items were strong, with robust indicator reliabilities. With regard to the concurrent validity of the measures, the study results showed that the domains and the brief version of the measure had significant correlations with psychological health symptoms. Additionally, individuals with severe mental health symptoms reported fewer positive psychological domains of psychological well-being, whereas having higher negative domains of psychological well-being than those with mild symptoms. Specifically, Cohen's d effect sizes were large for some social resources and subjective well-being domains. Overall, these results provide evidence suggesting that both the CIT and BIT could be used to assess psychological well-being among Turkish young adults.
本研究的目的是调查两种综合心理健康量表的心理测量特性-繁荣简短量表(BIT)和繁荣综合量表(CIT) -可以广泛应用于土耳其年轻人。本研究还旨在调查有严重心理健康症状的学生是否报告了更高水平的孤独感、缺乏控制力和消极情绪,以及较少的CIT积极领域(如支持、归属感、积极情绪和自我效能感)。本研究的研究对象为来自土耳其一所州立大学的314名土耳其本科生,其中76%为女性,年龄18-47岁[M = 22.83, SD = 4.09]。验证性因子分析显示,CIT和BIT均具有良好的心理拟合统计,证实了量表的潜在结构。CIT项目的因子负荷很强,具有稳健的指标信度。在测量的同时效度方面,研究结果表明,测量的域和简短版本与心理健康症状有显著的相关。此外,与症状轻微的个体相比,有严重心理健康症状的个体报告的积极心理健康领域较少,而有更高的消极心理健康领域。具体来说,科恩的效应量在一些社会资源和主观幸福感领域是很大的。总的来说,这些结果提供了证据,表明CIT和BIT都可以用来评估土耳其年轻人的心理健康。
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引用次数: 14
Positive education to promote flourishing in students returning to school after COVID-19 closure 积极开展教育,促进学生在COVID-19关闭后返校
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-25 DOI: 10.47602/JOSEP.V1I1.3
Gökmen Arslan, J. Burke
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引用次数: 16
Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students 在以色列-阿拉伯学生中评价Feuerstein工具充实(FIE)计划
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-17 DOI: 10.1080/21683603.2021.1951409
D. Tzuriel, Shlomit Cohen, Rafi Feuerstein, Haim Devisheim, Shahar Zaguri-Vittenberg, Rosalind Goldenberg, L. Yosef, Anat Cagan
ABSTRACT The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE program was developed mainly for students coming from low socioeconomic backgrounds with low academic achievements. The FIE was implemented for one year in three Grade 4 classes (n = 73) in an Israeli-Arab school. Two comparison classes from the same school in Grade 4 (n = 58) learned the regular content-oriented curriculum for the same period. All students were administered the Raven’s Colored Progressive Matrices, Numerical Progression Test, and the B8-B12 Set Variation measures before the intervention. Students’ grades in English, Arabic, and Mathematics were recorded before and after the intervention. The findings showed that the students receiving the FIE significantly improved their grades from pre- to post-intervention compared with the comparison group, and that students who started the year with lower cognitive scores benefited from the program more than the students with higher scores. The findings indicating a far-transfer effects are discussed in relation to the SCM-MLE theory and previous research.
Feuerstein工具充实(FIE)项目是一个基于结构认知可修饰性和中介学习经验(SCM-MLE)理论的过程导向项目。它旨在促进学习如何学习,发展有缺陷的认知功能,解决问题的策略和元认知能力。该项目主要面向来自社会经济背景较低、学业成绩较差的学生。FIE在一所以色列-阿拉伯学校的三个四年级班级(n = 73)实施了一年。同一所学校四年级的两个比较班(n = 58)在同一时期学习了常规的内容导向课程。所有学生在干预前都进行了Raven 's彩色递进矩阵、数字递进测试和B8-B12集变异测量。在干预前后记录学生的英语、阿拉伯语和数学成绩。研究结果表明,与对照组相比,接受FIE的学生在干预前和干预后的成绩显著提高,并且一开始认知得分较低的学生比得分较高的学生从该计划中受益更多。本文结合SCM-MLE理论和前人的研究,讨论了远迁移效应的研究结果。
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引用次数: 3
Inclusiveness in Tanzania’s public pre-primary education: Unbridged teachers’ and parents’ role awareness gap 坦桑尼亚公立学前教育的包容性:未弥合的教师和家长角色意识差距
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-17 DOI: 10.1080/21683603.2021.1960227
Pambas Tandika Basil
ABSTRACT Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children’s needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary offers equitable inclusive education. This qualitative descriptive study used semi-structured interviews with teachers and focus group interviews with parents to collect data. In all, 11 public pre-primary teachers and 43 parents from Kanyigo in Misenyi district and Nsalala in Shinyanga district were involved. Collected data were analyzed through a thematic content analysis procedure. Results show that, though teachers had a good understanding of inclusive education in pre-primary education, a good number of parents were largely ignorant about the concept. Consequently, parents participated poorly in fostering inclusive pre-primary education. Teachers participated in making pre-primary inclusive mainly through the preparation of instructional materials. Overall, transforming pre-primary education into more inclusive education was impacted by teachers’ and parents’ understanding of inclusion in teaching and learning. Planned and well-coordinated awareness initiatives and increasing budgetary allocations emerged in the study aimed to improve inclusion in PPE and serve its critical role as the foundational level of education.
摘要尽管坦桑尼亚有关于学前教育包容性教育的研究,但他们对家长和学前教师参与学校满足所有儿童需求的关注有限。因此,开展这项研究是为了确定这些利益攸关方如何积极促进学前教育提供公平的包容性教育。这项定性描述性研究使用了对教师的半结构化访谈和对家长的焦点小组访谈来收集数据。总共有11名公立学前教师和43名来自米森伊区Kanyigo和辛扬加区Nsalala的家长参与其中。通过专题内容分析程序对收集的数据进行分析。结果表明,尽管教师对学前教育中的包容性教育有很好的理解,但许多家长对这一概念基本一无所知。因此,家长在促进包容性学前教育方面的参与度很低。教师主要通过编写教学材料参与使学前教育具有包容性。总体而言,将学前教育转变为更具包容性的教育受到教师和家长对教学包容性的理解的影响。研究中提出了有计划、协调良好的提高认识举措和增加预算拨款,旨在提高个人防护装备的包容性,并发挥其作为基础教育水平的关键作用。
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引用次数: 0
Development and psychometric evaluation of the interpersonal problem-solving inventory for Vietnamese elementary school students 越南小学生人际问题解决量表的编制与心理测量评估
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-20 DOI: 10.1080/21683603.2021.1945511
Cong Khanh Nguyen, Thao Thi Do, My Linh Thi Nguyen, Hanh Thi Tran, Quang Vinh Nguyen
ABSTRACT This paper presents the development and psychometric properties of an interpersonal problem-solving inventory for Vietnamese elementary school students (IPSI). The IPSI consists of five subscales: Positive problem-solving behavior; Negative problem-solving behavior; Rational problem-solving behavior; Impulsive behavior; and Avoidance behavior. The scale was administered to a total sample that consists of 730 Vietnamese fifth grade students (age 10–14, M = 10.70, SD = .56). Multiple psychometric analyses were utilized including classical test theory (CTT), exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability of IPSI was reported by calculating internal consistency. Findings showed that the IPSI has adequate internal consistency (Cronbach’s α = 0.90; McDonald’s ω = .82). The EFA findings suggested that the IPSI has two-factor structure. The CFA findings indicated that the IPSI has the theory-driven five-factor structure that has the adequate fitness indices (χ2/df = 1.369, p < .001; GFI: .930; TLI: .926; CFI: .871; RMSEA: .032; SRMR: .046). These findings suggest that the IPSI is a well-functioning scale with good psychometric properties. Recommendations and weak points of the scale are discussed. Future research and possible improvements are proposed.
摘要本文介绍了越南小学生人际问题解决量表(IPSI)的发展及其心理测量特性。IPSI由五个分量表组成:积极解决问题的行为;消极解决问题的行为;理性解决问题的行为;冲动行为;以及回避行为。该量表适用于730名越南五年级学生(年龄10-14岁,M=10.70,SD=0.56)。采用了多种心理测量分析,包括经典测试理论(CTT)、探索性因素分析(EFA)和验证性因素分析。IPSI的可靠性是通过计算内部一致性来报告的。研究结果表明,IPSI具有足够的内部一致性(Cronbachα=0.90;McDonaldω=0.82)。EFA研究结果表明IPSI具有双因素结构。CFA的研究结果表明,IPSI具有理论驱动的五因素结构,具有足够的适应度指数(χ2/df=1.369,p<.001;GFI:.930;TLI:.926;CFI:.871;RMSEA:.032;SRMR:.046)。这些发现表明IPSI是一个功能良好的量表,具有良好的心理测量特性。讨论了该量表的建议和薄弱环节。提出了未来的研究和可能的改进。
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引用次数: 2
Examining the relation of Cognitive Assessment System-2: Brief with academic achievement in a sample of Greek-speaking children 考察认知评估系统-2与希腊语儿童学习成绩的关系
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-20 DOI: 10.1080/21683603.2021.1945513
Sergios C. Sergiou, George K. Georgiou, Charalambos Y. Charalambous
ABSTRACT Although Cognitive Assessment System (CAS)-2: Brief was published in 2014 and it is used in applied settings all over the world, we still do not know how well it relates to academic achievement. Thus, this study aimed to examine the relations of CAS-2: Brief with reading and mathematics performance. Two hundred and twenty-two Greek-speaking children in Grade 6 (98 boys, 124 girls, M age = 135.85 months) were assessed on CAS-2: Brief and on measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). Results of the correlational analysis showed first that the CAS-2: Brief total score correlated moderately with both reading and mathematics tasks (rs ranged from .36 to .53). Second, results of the multilevel analyses revealed that the CAS-2: Brief total score explained 11.4% of unique variance in mathematics and 27.6% of unique variance in reading. Theoretical and practical implications of these findings are discussed.
虽然认知评估系统(CAS)-2: Brief于2014年发布,并在世界各地的应用环境中使用,但我们仍然不知道它与学术成就的关系如何。因此,本研究旨在探讨CAS-2: Brief与阅读和数学成绩的关系。对222名六年级讲希腊语的儿童(98名男孩,124名女孩,年龄= 135.85个月)进行了CAS-2:简要和阅读(单词链和cbm迷宫)和数学(数学成就测试和数学推理测试)的评估。相关分析结果首先表明,CAS-2:简要总分与阅读和数学任务均存在适度相关(rs范围为0.36 ~ 0.53)。其次,多水平分析结果显示,CAS-2:简要总分解释了11.4%的数学独特方差和27.6%的阅读独特方差。讨论了这些发现的理论和实践意义。
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引用次数: 1
Longitudinal study of children’s aggressive behavior, and it’s relations to individual and contextual factors 儿童攻击行为的纵向研究及其与个体因素和环境因素的关系
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-20 DOI: 10.1080/21683603.2021.1934207
Õnne Uus, Eve Kikas
ABSTRACT Self-regulation forms the rudiments for children’s academic achievement and socialization. Although one’s executive control and verbal skills are needed in both of the core aspects for academic performance: processing to regulate one’s own learning and behavior, young students’ cognitive capacity for that is still immature influencing the “right response” execution. This longitudinal study investigates children’s deviant self-regulation, aggression, in two reciprocal relations: (1) individual cognitive factors (2) classroom-contextual factors. Results show the persistence of aggression over time; in aggressive students also lower verbal and executive function skills in Grade 6, while no classroom-contextual relations were detected. This indicates the need to identify as early as possible the pupils performing poorly in cognitive tasks in order to implement specific scaffold-interventions to enhance their processing skills – fundamental for efficient executive control. By doing so, we can prevent possible later complications and improve those pupils’ basic functions early on to regulate their learning and execute appropriate behavior. Human cognition is an entire and interdependent system enabled by our undivided mental mechanism needed for making relevant conclusions as well as shaping appropriate behavior to become a responsibly thinking and dignified member of society.
自我调节是儿童学业成就和社会化的基础。虽然在学业成绩的处理这两个核心方面都需要一个人的执行控制和语言能力来调节自己的学习和行为,但青年学生在这方面的认知能力还不成熟,影响着“正确反应”的执行。本纵向研究考察了儿童越轨自我调节、攻击行为在两种相互关系中的表现:(1)个体认知因素(2)课堂情境因素。结果显示攻击性会随着时间的推移而持续存在;在六年级时,攻击性学生的语言和执行功能技能也较低,但没有发现课堂情境关系。这表明有必要尽早发现在认知任务中表现不佳的学生,以便实施特定的支架干预来提高他们的处理技能——这是有效执行控制的基础。通过这样做,我们可以预防可能的并发症,并在早期改善这些学生的基本功能,以调节他们的学习和执行适当的行为。人类的认知是一个完整的、相互依赖的系统,它是由我们的不可分割的心理机制所支持的,我们需要做出相关的结论,塑造适当的行为,成为一个负责任的思考和有尊严的社会成员。
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引用次数: 0
Superheroes Social Skills Program: A Replication with Children with Autism Spectrum Disorder in Pakistan 超级英雄社交技能项目:对巴基斯坦自闭症谱系障碍儿童的复制
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-20 DOI: 10.1080/21683603.2021.1944410
Shabbih Fatima, Sarwat Sultan, W. Jenson, John L. Davis, Keith C. Radley, Naintara
ABSTRACT This study investigated the efficacy of the Superheroes Social Skills program in increasing social engagement of four elementary-aged children with autism spectrum disorder (ASD) in Pakistan, where English was spoken as a second language. The investigators implemented the first six lessons from the program in the classroom and assessed its efficacy through observations made during a recess period. Although the skills were trained in one context (i.e., the classroom), observations showed that the participants increased social engagement in a second environment (i.e., recess playground) in which the skills had not been taught. Social engagement effect sizes were in the moderate to large range with larger effect sizes for social responses than for social initiations. The authors discuss the implications and research needs for implementing social skills programs in diverse cultures.
摘要本研究调查了超级英雄社交技能计划在巴基斯坦四名自闭症谱系障碍(ASD)小学儿童中提高社交参与度的效果,在巴基斯坦,英语是第二语言。研究人员在课堂上实施了该项目的前六节课,并通过在课间休息期间的观察来评估其效果。尽管技能是在一个环境中(即课堂)进行培训的,但观察结果表明,参与者在没有教授技能的第二个环境(即课间操场)中增加了社会参与度。社会参与效应大小在中到大的范围内,社会反应的效应大小大于社会启动的效应大小。作者讨论了在不同文化中实施社会技能计划的意义和研究需求。
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引用次数: 1
期刊
International Journal of School and Educational Psychology
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