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Validating the Spanish version of the aggression scale in adolescents 验证西班牙语版青少年攻击量表
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-25 DOI: 10.1080/21683603.2020.1832634
P. Sancho, C. Suero-Maloney, J. Tomás, A. Cordoba, D. Jiménez, I. Esnaola
ABSTRACT The Scale of Physical and Verbal Aggressiveness has been an instrument widely used in the scientific literature to measure physical and verbal aggressiveness, both in children and adolescents as well as in parents. The original scale has shown adequate psychometric properties. However, the scale has not been previously validated in Spanish, and no confirmatory analyses have been provided yet in Spanish contexts. The aim of this paper is to validate the Spanish version of the Physical and Verbal Aggressiveness Scale via confirmatory factor analysis, with a sample of 531 secondary school adolescents from the Dominican Republic. Reliability, factorial, convergent, and discriminant validity evidence is presented. The results showed that the scale has adequate one-factor confirmatory solution, with very good reliability, and adequate validity when assessed in a sample of Dominican students. The results contrast the differentiation between verbal and physical aggression, questioning the use of the scale for this purpose.
摘要身体和言语攻击性量表在科学文献中被广泛用于测量儿童、青少年和父母的身体和言语侵略性。原始量表显示出足够的心理测量特性。然而,该量表此前尚未在西班牙语中得到验证,也没有在西班牙语中提供验证性分析。本文的目的是通过验证性因素分析,以多米尼加共和国531名中学生为样本,验证西班牙语版的身体和言语攻击性量表。给出了信度、析因性、收敛性和判别性的有效性证据。结果表明,该量表具有足够的单因素验证性解决方案,具有很好的可靠性,在多米尼加学生样本中进行评估时具有足够的有效性。研究结果对比了言语攻击和身体攻击之间的区别,并质疑为此目的使用量表。
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引用次数: 1
Educator perceptions of adult-student relationships, racial climate, and associated discipline techniques 教育者对成人-学生关系、种族气候和相关纪律技巧的看法
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-22 DOI: 10.1080/21683603.2021.1878077
Annmary S. Abdou, Ashley M. Mayworm
ABSTRACT The overuse and misuse of exclusionary and punitive discipline practices in schools have been consistently linked to social and educational inequities across the globe, particularly for students of color. However, there is an ongoing need for a greater understanding of how school climate factors (e.g., adult-student relationships, racial climate) relate to the types of discipline approaches observed, particularly from the viewpoints of educators. The current study used hierarchical multiple regression analyses to investigate teacher, administrator, and staff (N = 168) survey responses from four junior high schools where discipline disproportionality for Latinx students had been previously established. Analyses explored how perceptions of adult-student relationships were associated with the perceived use of punitive and positive discipline practices and the potential moderating effect of racial climate. Results suggest that perceptions of more positive adult-student relationships were associated with less punitive discipline, but not meaningfully related to positive discipline approaches (i.e., social-emotional instruction, positive reinforcement). Additionally, racial climate was a significant moderator in the relation between adult-student relationships and punitive discipline techniques, enhancing the inverse relation between positive adult-student relationships and punitive discipline. Implications for theory, research, and practical application are discussed.
学校中过度使用和滥用排他性和惩罚性纪律做法一直与全球范围内的社会和教育不公平有关,特别是对有色人种学生而言。然而,目前仍需要更深入地了解学校气候因素(如成人-学生关系、种族气候)与所观察到的纪律方法类型之间的关系,特别是从教育工作者的角度来看。本研究采用分层多元回归分析对四所初中的教师、管理人员和工作人员(N = 168)的调查反馈进行了调查,这些初中的拉丁裔学生的学科比例失调已经确立。分析探讨了对成人-学生关系的感知如何与惩罚性和积极纪律实践的感知使用以及种族气候的潜在调节作用相关联。结果表明,更积极的成人与学生关系的感知与更少的惩罚性纪律有关,但与积极的纪律方法(即社会情感指导,积极强化)没有意义的关系。此外,种族氛围在成人-学生关系与惩罚性纪律之间的关系中起着显著的调节作用,增强了积极的成人-学生关系与惩罚性纪律之间的负相关关系。讨论了理论、研究和实际应用的意义。
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引用次数: 0
Assessment of teacher instructional and behavior management practices in Greek elementary schools: An initial investigation 希腊小学教师教学和行为管理实践评估:初步调查
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-19 DOI: 10.1080/21683603.2020.1871454
M. Poulou, L. Reddy, C. Dudek
ABSTRACT Extensive research has been conducted on teachers’ classroom practices, particularly instructional and behavior management practices that are linked to students’ learning. However, research on teaching practices in Greece is very limited due to the unavailability of valid, and reliable assessments. To support teachers’ evaluation and professional development in Greece, valid assessments that measure teachers’ classroom practice and capture teachers’ strengths, and areas in need of improvement are urgently needed. The current study presents the Greek translation and initial validation of the Classroom Strategy Assessment System (CSAS), a multi-rater, multi-source observational assessment of teachers’ evidence-based instructional and behavior management strategies. Trained school administrators observed 31 elementary school teachers (age range of students 6–12 years), three times each for 30 minutes in Greek Language Arts and mathematics lessons. Internal consistency, test–retest reliability, and interobserver reliability of the translated Greek CSAS were examined. Results revealed strong internal consistency, adequate test-retest, and interobserver reliability, and support the use of the CSAS in Greek classrooms. Overall, findings indicate that Greek teachers were rated as utilizing evidence-based classroom practices, but rates for some practices were lower than recommended by the literature. Implications for research and professional development are discussed.
摘要对教师的课堂实践,特别是与学生学习相关的教学和行为管理实践进行了广泛的研究。然而,由于缺乏有效和可靠的评估,对希腊教学实践的研究非常有限。为了支持希腊教师的评估和专业发展,迫切需要有效的评估,以衡量教师的课堂实践,捕捉教师的优势和需要改进的领域。本研究介绍了课堂策略评估系统(CSAS)的希腊语翻译和初步验证,CSAS是一种对教师循证教学和行为管理策略的多评分、多源观察性评估。经过培训的学校管理人员观察了31名小学教师(学生年龄在6-12岁之间),在希腊语艺术和数学课上各观察了三次,每次30分钟。对翻译的希腊语CSAS的内部一致性、测试-再测试可靠性和观察者间可靠性进行了检验。结果显示了强大的内部一致性、足够的重测和观察者间的可靠性,并支持在希腊课堂上使用CSAS。总体而言,研究结果表明,希腊教师被评为利用循证课堂实践,但某些实践的比率低于文献建议的水平。讨论了对研究和专业发展的影响。
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引用次数: 1
Moral disengagement and bullying at school: Is there a gender issue? 道德脱离和校园欺凌:是否存在性别问题?
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-19 DOI: 10.1080/21683603.2020.1859421
S. Georgiou, Kyriakos Charalampous, Panayotis Stavrinides
ABSTRACT The aim of the present study was to examine the relationship between moral disengagement, emotion regulation and bullying behavior at school. Participants were 512 adolescents (281 males and 231 females) attending secondary schools in Cyprus. They completed a questionnaire package two times, with a five months period between them. Structural equation modeling (SEM) was applied to investigate the relationships among the variables under study. Moderation analyses were used to examine the moderating role of emotion regulation strategies on the effect of moral disengagement on bullying activity and multi-group analyses were further employed to examine the role of gender as a potential moderator. In line with earlier research, a positive association between moral disengagement and bullying behavior was found. Further, it was found that emotion regulation serves as a moderator of the effect of moral disengagement on bullying behavior. However, such moderation was found only for girls who use maladaptive emotion regulation strategies.
摘要本研究旨在探讨道德脱离、情绪调节与校园欺凌行为之间的关系。参与者是在塞浦路斯上中学的512名青少年(281名男性和231名女性)。他们完成了两次问卷调查包,每次间隔五个月。采用结构方程模型(SEM)分析了研究变量之间的关系。采用调节分析检验情绪调节策略对道德脱离对欺凌行为影响的调节作用,并进一步采用多组分析检验性别作为潜在调节因素的作用。与早期的研究一致,道德脱离与欺凌行为之间存在正相关。此外,情绪调节在道德脱离对欺凌行为的影响中起调节作用。然而,这种调节只在使用不适应情绪调节策略的女孩身上发现。
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引用次数: 5
Autonomy support and school adjustment: The mediating role of basic psychological needs 自主支持与学校适应:基本心理需求的中介作用
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-17 DOI: 10.1080/21683603.2021.1877226
A. A. C. Colomès, Stéphane Duchesne, G. B. Châteauvert
ABSTRACT There is a broad literature that depicts the relationship between mothers’ and teachers’ autonomy support on students’ adjustment at school; yet the mechanisms underlying this link have received less attention. Grounded in self-determination theory (SDT), the present study aimed to address this gap in the literature by testing a model where basic psychological needs satisfaction and their frustration act as mediators in the association between autonomy support and school adjustment. The sample consisted of 271 Mauritian adolescent students (127 boys, 144 girls) in 10th and 11th grades (mean age of 15.5 years old) who responded to a questionnaire measuring their perceived relationships with their mother and teachers as well as their academic, social, and emotional adjustment. Path analyses showed that basic psychological needs satisfaction and frustration mediated the relationship between perceived autonomy support and school adjustment. However, distinct patterns of mediation were observed from mothers and teachers. In addition, gender differences were detected in perceived teachers’ autonomy support, the need for competence, and adjustment dimensions. These results are presented and discussed based on SDT. The limitations and implications of the present study are also highlighted.
摘要:有大量文献描述了母亲和教师对学生在校适应的自主支持之间的关系;然而,这种联系背后的机制却很少受到关注。本研究以自决理论(SDT)为基础,旨在通过测试一个模型来解决文献中的这一差距,在该模型中,基本心理需求满意度和挫折感在自主支持和学校调整之间起着中介作用。该样本由271名10年级和11年级(平均年龄15.5岁)的毛里求斯青少年学生(127名男孩,144名女孩)组成,他们对一份问卷进行了回应,该问卷测量了他们与母亲和老师的感知关系以及他们的学术、社会和情绪调整。通径分析表明,基本心理需求满足感和挫折感在感知自主支持和学校适应之间起中介作用。然而,从母亲和教师身上观察到了不同的调解模式。此外,在感知教师的自主支持、能力需求和调整维度上也存在性别差异。这些结果是在SDT的基础上提出和讨论的。还强调了本研究的局限性和影响。
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引用次数: 3
Delay of gratification implications for school readiness in six-year-old children 延迟满足对六岁儿童入学准备的影响
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-27 DOI: 10.1080/21683603.2020.1864533
Anna Szymanik-Kostrzewska, Paulina Michalska, J. Trempała, Agnieszka Śpitalniak
ABSTRACT The results of studies on early competences suggest that the child’s delay of gratification (DoG) ability is a major predictor of school readiness (SR). However, there are no direct data or convincing explanations as to how DoG translates into preschool children’s readiness to commence school education. Aiming at a better understanding of the relationship between DoG and SR, standard solutions to measure these variables have been employed, i.e. the marshmallow task proposed by Mischel, and the Intelligence and Development Scales for Children (IDS). The study was conducted on a sample of 68 six-year-old children. In addition, the effects of selected socio-demographic variables were controlled. Contrary to what was expected, the delay of gratification proved to be a poor predictor of school readiness among six-year-old children. The study results indicate that DoG acts as a mediator in the correlations between school readiness and children’s age and place of residence. The future studies should be considered in the context of longitudinally measurement and some changes in marshmallow task, for example, more attractive stimuli.
摘要关于早期能力的研究结果表明,儿童的延迟满足(DoG)能力是入学准备(SR)的主要预测因素。然而,关于DoG如何转化为学龄前儿童开始学校教育的准备程度,没有直接的数据或令人信服的解释。为了更好地理解DoG和SR之间的关系,采用了测量这些变量的标准解决方案,即Mischel提出的棉花糖任务和儿童智力与发展量表(IDS)。这项研究以68名六岁儿童为样本进行。此外,还控制了选定的社会人口统计学变量的影响。与预期相反,事实证明,满足感的延迟并不能很好地预测六岁儿童的入学准备情况。研究结果表明,DoG在入学准备程度与儿童年龄和居住地之间的相关性中起着中介作用。未来的研究应该考虑纵向测量和棉花糖任务的一些变化,例如,更具吸引力的刺激。
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引用次数: 0
Differences between helpful and unhelpful support for Japanese non-help-seeking adolescents: A qualitative analysis 日本非求助青少年有益与无益支持之差异:质性分析
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-27 DOI: 10.1080/21683603.2020.1862725
Kyoko Amai, Kiriko Emi
ABSTRACT The existence of young adolescents who do not seek help for their distress has been widely recognized, but few studies have focused on non-help-seekers, except for those related to help-seeking barriers. The current study sought to qualitatively determine a non-help-seeking adolescent’s perception toward a variety of supportive behaviors from others around them. The participants of individual interviews included Japanese secondary-school students (n = 12) and young adults (n = 10) who had chosen not to talk about their internal problems to others when they were secondary-school students. The data were analyzed by a hybrid approach in the thematic analysis. Thirteen themes for helpful behaviors such as “expression of caring” and “display consideration to avoid one’s disclosure,” and twelve themes for unpleasant behaviors including “force one’s disclosure” and “unsympathetic encouragement” were generated; all themes were categorized either to direct/indirect instrumental support or direct/indirect emotional support. The results found that non-help-seeking adolescents positively perceived direct and indirect emotional support, whereas they negatively evaluated non-required direct support regardless of whether it was instrumental or emotional. The findings have implications for the development of novel methods of supporting non-help-seekers besides encouraging help-seeking behaviors.
青少年不寻求帮助已经得到广泛认可,但除了那些与寻求帮助障碍有关的研究外,很少有研究关注不寻求帮助的人。目前的研究试图定性地确定一个不寻求帮助的青少年对周围人的各种支持行为的看法。个别访谈的参与者包括日本中学生(n = 12)和年轻人(n = 10),他们在中学生时期选择不与他人谈论自己的内心问题。数据在专题分析中采用混合方法进行分析。有“表达关心”、“表现体贴以避免表露”等13个有益行为主题,有“强迫表露”、“无情鼓励”等12个不愉快行为主题;所有主题分为直接/间接工具支持和直接/间接情感支持。结果发现,不寻求帮助的青少年对直接和间接的情感支持都有积极的感知,而对非需要的直接支持无论是工具性的还是情绪性的,他们都有消极的评价。这一发现对于除了鼓励寻求帮助的行为之外,支持不寻求帮助的人的新方法的发展具有启示意义。
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引用次数: 2
Time to change your attitude? Socio-economic status, academic attainment, and time attitudes in Glasgow school children 是时候改变你的态度了?格拉斯哥学龄儿童的社会经济地位、学业成就和时间态度
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-27 DOI: 10.1080/21683603.2020.1856740
F. Worrell, J. Perry, Kevin E. Wells, M. McKay
ABSTRACT Closing the poverty-related attainment gap in schoolchildren is a stated priority for the Scottish Government. In the present study, we examine the poverty-related attainment gap in Glasgow, a city wherein more than half of the 100 most deprived areas in Scotland are to be found. Further, we examine the potential mediating role of school attendance, academic self-efficacy, and future time attitudes (positive and negative) in the relationship between socio-economic status and academic attainment. Participants (N = 3,812) were from 30 High schools in the Glasgow Local Authority area. In the first instance, we examined the mediating role of both academic self-efficacy and school attendance. Then, in a subsample, we further examined the additional potential of both positive and negative time attitudes to mediate this relationship. Results of Study 1 support the combined partially mediating effect of both academic self-efficacy and higher school attendance on the poverty-attainment relationship. Results of Study 2 show that these variables fully mediate the poverty-attainment relationship, and further evidence a direct effect of both positive and negative time attitudes on attainment. The direct effects of time attitudes on attainment suggest that this construct may be viable in addressing the poverty-related attainment gap across the social spectrum.
摘要缩小学童与贫困相关的成就差距是苏格兰政府的一项既定优先事项。在本研究中,我们考察了格拉斯哥与贫困相关的成就差距,苏格兰100个最贫困地区中有一半以上位于格拉斯哥。此外,我们研究了出勤率、学业自我效能感和未来时间态度(积极和消极)在社会经济地位和学业成就之间关系中的潜在中介作用。参与者(N=3812)来自格拉斯哥地方当局地区的30所高中。在第一个例子中,我们检验了学业自我效能感和出勤率的中介作用。然后,在一个子样本中,我们进一步研究了积极和消极时间态度在调节这种关系方面的额外潜力。研究1的结果支持了学业自我效能感和高等学校出勤率对贫困实现关系的组合部分中介作用。研究2的结果表明,这些变量完全中介了贫困与成就的关系,并进一步证明了积极和消极的时间态度对成就的直接影响。时间态度对成就的直接影响表明,这种结构在解决整个社会范围内与贫困相关的成就差距方面可能是可行的。
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引用次数: 2
Adaptation of the Student Well-being Process Questionnaire for Russian-speaking students of Kazakhstan 哈萨克斯坦俄语学生幸福感过程问卷的改写
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-27 DOI: 10.1080/21683603.2020.1859420
M. Umurkulova, R. Sabirova, G. Slanbekova, M. Kabakova, E. Kalymbetova
ABSTRACT This article describes the process of adaptation of the Russian version of The Student Well-being Process Questionnaire (Student WPQ). A sample of 408 Kazakhstan university students completed the adapted Student WPQ. The exploratory factor analysis revealed five factors, explaining 67.38% of the total variance that were consistent with the theoretical model developed by the authors of the original version. Cronbach’s alpha coefficients for internal consistency reliability of the scales ranged from 0.712 to 0.929. Statistically significant correlation was found between the adapted questionnaire and the questionnaires used to test the convergent validity (correlation coefficients ranged from 0.382 to 0.891). Regression analysis showed that positive well-being was predicted by psychological capital, positive coping, and low levels of student stress; negative well-being was predicted by high stressors and low consciousness. These findings were consistent with the results obtained by the authors of the original questionnaire. The Russian version of The Student WPQ can be used to measure well-being and academic stress in Kazakhstan conditions.
摘要本文描述了俄罗斯版《学生幸福过程问卷》(Student WPQ)的改编过程。以408名哈萨克斯坦大学生为样本,完成了改编后的学生WPQ。探索性因素分析揭示了五个因素,解释了67.38%的总方差,与原始版本作者开发的理论模型一致。量表内部一致性信度的Cronbachα系数在0.712至0.929之间。适应性问卷与用于检验收敛有效性的问卷之间存在统计学上的显著相关性(相关系数为0.382~0.891)。回归分析表明,积极幸福感是通过心理资本、积极应对和低水平的学生压力来预测的;高压力源和低意识可预测消极幸福感。这些发现与原始问卷的作者获得的结果一致。俄罗斯版的学生工作包可以用来衡量哈萨克斯坦条件下的幸福感和学业压力。
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引用次数: 2
Exploring moderators of intervention effects of a mindfulness program for Filipino children 探讨菲律宾儿童正念计划干预效果的调节因素
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-22 DOI: 10.1080/21683603.2020.1856741
Lourdes Joy T. Galvez Tan, L. Alampay
ABSTRACT This study explored age and gender as moderators of the effects of a school-based mindfulness program on Filipino youth’s depressive and anxiety symptoms, and emotion regulation capacities. Using a randomized controlled trial design, 186 public school children in the Philippines aged 9–16 were randomly assigned to either 8 weekly sessions of a mindfulness program or 8 weekly sessions of a handicrafts program as an active control condition. Simple moderation analyses using PROCESS macro indicated that age and gender were significant moderators. Specifically, the mindfulness intervention was more effective for older children than younger children in alleviating difficulties in impulse control, emotional acceptance, and use of emotion regulation strategies. In addition, the mindfulness intervention was more effective for girls than boys in improving anxiety symptoms and emotional acceptance. These findings highlighted the need to consider participant characteristics such as age and gender in designing and implementing mindfulness-based intervention programs in the school context.
摘要本研究探讨了年龄和性别作为学校正念课程对菲律宾青年抑郁和焦虑症状以及情绪调节能力影响的调节因素。采用随机对照试验设计,将菲律宾186名9-16岁的公立学校儿童随机分配到每周一次的正念课程或每周一次手工艺品课程,作为主动对照条件。使用PROCESS宏进行的简单调节分析表明,年龄和性别是重要的调节因素。具体而言,正念干预在缓解冲动控制、情绪接受和情绪调节策略使用方面对年龄较大的儿童比年龄较小的儿童更有效。此外,正念干预在改善焦虑症状和情绪接受方面对女孩比男孩更有效。这些发现强调了在学校背景下设计和实施基于正念的干预计划时,需要考虑参与者的特征,如年龄和性别。
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引用次数: 3
期刊
International Journal of School and Educational Psychology
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