Developmental relationships and school success: How teachers,parents, and friends affect educational outcomes and what actions students say matter most

The current paper explores how students’ relationships with their teachers, parents, and friends might differentially impact their academic experience and success, by presenting and integrating the results of two related studies. In the first study, survey methods and structural equation modeling are used to describe the similar and different effects that developmental relationships with teachers, parents, and friends seem to have on middle- and high-school students’ academic motivation, GPA, and perceptions of school climate. Relationships with teachers directly predicted all three outcomes at the middle school level, and motivation and school climate at the high school level. Relationships indirectly predicted high school GPA, through motivation. Student-teacher relationships, and parent-teacher relationships, also indirectly predicted middle school GPA, through motivation. Relationships with parents directly predicted only motivation in middle school. Relationships with friends directly predicted school climate at both levels. The results from Study 1 showed the central importance of teacher-student relationships on student motivation and led the research team to qualitatively look in study #2 at how teachers build relationships that motivate students and how students experience those relationships. Study 2 used student focus groups and a grounded theory, open coding approach to analysis to identify commonly occurring themes describing what practices teachers used successfully, in students’ eyes, to build strong relationships with students and boost their academic motivation. These practices focused on how teachers expressed care, provided support, challenged students to grow, shared power with them, and expanded their sense of possibilities. The mixed methods produce an overall study that uniquely captures both a global and more granular, practice-oriented view of the ways in which differing developmental relationships in young people’s lives affect their connection to and success in school.     

中学生亲社会行为与同伴关系的相关研究

运用素社会倾向量表、友谊质量问卷和同伴排名问卷,对318名中学生进行亲社会行为与同伴关系的相关性调查.调查结果显示:中学生亲社会行为与友谊质量、同伴接纳存在显著正相关;多元线性回归发现,同伴接纳、帮助与指导、冲突解决策略、肯定与关心对中学生的亲社会行为有显著预测作用.     

Framing climate change communication to prompt individual and collective action among adolescents from agricultural communities

Climate communication research suggests strategic message framing may help build public consensus on climate change causes, risks and solutions. However, few have investigated how framing applies to adolescents. Similarly, little research has focused on agricultural audiences, who are among the most vulnerable to and least accepting of climate change. Among 950 high school agriculture students in North Carolina, we found agriculture and environment framing of climate change, but not community and health frames, elicited feelings of worry, and these together with community frames elicited hope. Further, students feeling more worry were more supportive of individual and collective action. Those accepting climate change and females had more emotive responses and higher support for all action measures, and acceptance of human causes predicted more worry and support for collective action. We find these results encouraging as agriculture teachers likely employ agriculture and environment frames when following best teaching practices.     

女大学生人际交往心理障碍及对策

女大学生由于不同的生理和心理特征,在交往过程中易受传统观念、社会现象、大众传媒和家庭教养方式的潜在影响。克服这些障碍有赖于三种对策:传统社会性别优化;学校教育的积极引导定位;女大学生的自我教育。     

The impact of Confucianism on organizational communication

Confucianism has been identified as the major cultural factor that explains the economic success of the Asian Five Dragons. This paper explores the impact of Confucianism on the organizational communication in these nations, based on the four key principles of Confucian teachings: the hierarchical relationship, the family system, Jen, and the emphasis on education. This study further discusses the influence of these four principles of Confucianism on management behaviors and communication in the organization. Implications of Confucianism influence on organizational communication are also explained.     

Teacher–student relationships,psychological need satisfaction,and happiness among diverse students

Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs.     

The protective role of teacher–student relationships against peer victimization and psychosocial distress

This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.     

互评法与英语写作探析

互评写作教学法在新课程标准中备受青睐,但是国内外学者对互评法能否提高学生的英语写作水平,一直众说纷坛。一些学者认为互评法能够促进学生的英语写作水平,然而一些学者认为互评法不但对学生的英语写作水平没有任何影响,反而起着一定的干扰作用。因此鉴于此争论,主要从理论的角度探讨一下传统英语写作教学的局限性、互评法在英语写作中的可实施性及怎样更好地提高学生的英语写作水平。     

Peer mediation: citizenship and social inclusion revisited

In sociometric research tradition, popularity is defined as the degree to which children are liked or accepted by their peers. However, research indicates that two definitions of popular students should be distinguished: (1) popular students as those students who are well liked by many and disliked by few peers, and (2) popular students as those students who are described as popular by their peers. The main purpose of the present study was to examine the relationship between sociometric and peer perceived popularity in Slovenian students of different grades of elementary and secondary school. Additionally, the age differences in the relationship between sociometric and peer perceived popularity were examined. Another purpose of the study was to investigate the differential relationships between concepts of popularity and some students' characteristics. The participants were 321 boys and 329 girls who ranged from the 5th grade of elementary school (the mean age 11.04 years) to the 3rd grade of secondary school (the mean age 17.02 years). The results of this study confirm previous findings that peer perceived popularity is a construct that is distinct from sociometric popularity. There are some substantial differences in relations between indices of perceived popularity and sociometric indices between elementary school students and secondary school students—i.e. between early adolescents and middle to late adolescents. It seems that perceived popularity and sociometric popularity are rather similar constructs in elementary school students, whereas in secondary school students they become almost unrelated to each other. Based on these findings, the terminological issues are discussed and some conclusions are made.     

大学教师组织认同的影响因素及心理机制分析

组织认同是个体将组织因素纳入自我概念的过程,大学教师组织认同可影响其工作满意度,对高校人力资源的保持和流失产生影响,因此,探索大学教师组织认同的影响因素及产生影响的心理过程尤为重要,故文章着重分析了组织外部声誉、组织支持感、组织公正对组织认同产生的影响作用。     

Children''s reactions to cooperative group work: a strategy for enhancing peer relationships among bullies, victims and bystanders

This investigation increases our understanding of the interpersonal interactions that take place during co-operative group work (CGW) among children nominated by their peers as bullies, victims and bystanders. Using the method of Interpersonal Process Recall (IPR), children were given the opportunity to explore their own and others' feelings and actions during video replays of co-operative group work at two time points over an eight-month period, and to share their emotional responses with other members of the group. The study indicated that CGW had an impact on the expression of some emotions. At Time 1, bystanders expressed more enjoyment of CGW than either bullies or victims; at Time 2, these differences had disappeared. However, the tendency of victims to deny their feelings in comparison to bullies and bystanders remained. The implications for educational practice are discussed.     

Evaluating the influence of peer learning on psychological well-being

The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in psychological well-being after four years of college. Results indicate a significant, positive influence of peer learning on the Ryff scale of psychological well-being [Ryff, C. D., and C. L. Keyes. (1995). “The Structure of Psychological Well-Being Revisited.” Journal of Personality and Social Psychology 69 (4): 719–726]. In addition, peer learning had a significant positive effect on all but one of the Ryff well-being subscales (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). This research supports the use of peer learning as an important pedagogical practice.     

The effects of communication medium on argumentation and the development of critical thinking

The aim of this paper is to compare the effects of different communication media on the quality of arguments and the development of argumentative reasoning. The study involved 73 undergraduate students. It consisted of a pre-test, an intervention session consisting of either an asynchronous online discussion or a face-to-face discussion, and a post-test. The pre-test consisted of a mini essay to ascertain participants’ opinion of smacking, and a 21-point smacking scale, where participants indicated how much they agreed or disagreed with smacking. The online group participated in a seminar discussion over a period of 2 weeks. The face-to-face group participated in the seminar discussion for a 1-h period. The seminar discussion was about the detrimental effects of smacking on children's development. One week after the seminar discussion, the post-test was administered. No statistically significant differences were found between the two conditions in terms of improvement in the quality of the students’ arguments. However, the quality of the argumentation used in face-to-face was higher than that used in the online discussions. The implications of these findings for theoretical models of collaborative activity are discussed.     

Deciding to reveal sexual information and sexuality education in mother-daughter relationships

Communication privacy management theory informed this study of nine mothers and their 18- or 19-year-old daughters who were interviewed to understand privacy rule foundations that influence their decisions to reveal or conceal sexual information. Findings reveal the salience of motivation and the risk–benefit ratio when making decisions about revealing or concealing private information. Namely, mothers may have many motivations to talk to their daughters, whereas daughters are motivated to discuss sex with a trusted source. Mothers’ perceived risks of talking about sex included judgement from other parents, and daughters were concerned about disappointing their parents. Additionally, a privacy rule emerged during joint mother–daughter interviews that stipulated ‘we talk about everything but the details’, and mothers volunteered their privacy rule acquisition of talking about sex with daughters differently from the ways their mothers talked to them. The findings augment sex education research by showing how mothers and daughters who talk about sex assess their decisions to do so.     

Determinants of faculty attitudes toward collective bargaining in university graduate departments: An organizational climate approach

This study examines the relationship between some facets of organizational climate in university departments and faculty attitudes toward various aspects of faculty unionization. The dimensions of organizational climate explored are: the perceived power structure, assessment of rewards, and perceived organizational goals. The major findings of this study are: (a) The perceived power structure is an important determinant of attitudes toward an egalitarian system, especially in the social sciences. Perceived individual power is negatively related to egalitarian attitude in the physical sciences whereas perceived faculty group power is negatively related to favorable attitudes toward collective bargaining in the social sciences. (b) Perceived emphasis on consulting activities is positively related to attitudes toward seniority-based aspects of collective bargaining in the physical sciences while perceived emphasis on personal factors is positively related to all aspects of attitude toward collective bargaining in the social sciences. (c) Inequity is positively related to attitudes toward unionization both in the physical and social sciences. The policy implications of these findings to faculty and university administration are discussed.     

学校教职工人际关系与管理效率的关系探讨

学校要达到组织目标,就必须和谐教职工人际关系,增强凝聚力,提高管理效率。而如何协调好学校教职工人际关系以及和谐的程度如何,在很大程度上决定了管理效率的高低。因此如何创建优化的教职工人际关系以促进管理效率的最大化,是我们应着重解决的问题。     

论儿童性别心理差异的成因与教育

儿童性别心理差异的形成既受生理因素的影响．又受家庭教育、学校教育和社会环境的影响。因此,社会应为男女儿童提供均等的活动机会,重视和加强父亲在家庭教育中的作用,改进儿童读物的内容,尝试两性化教育等因性施教。     

Perceptions of innovativeness and communication about innovations: A study of three types of service organizations

It was hypothesized that the three types of service organizations identified by Mills and Margulies (1980) would exhibit differences with respect to perceived “innovation communication” (communication about innovations that may precede and/or accompany diffusion‐adoption processes) as well as differences in perceived individual innovativeness and perceived organizational innovativeness. Three questionnaire instruments were completed by 131 employees from nine organizations: one bank, six advertising firms and three schools. These organizations represented the Mills‐Margulies types of maintenance‐interactive, task‐interactive and personal‐interactive, respectively. While most directional hypotheses received partial or no support, differences emerged across organization types for both perceived innovation communication activity and perceived organizational innovativeness.     

Challenges and possibilities in climate change education

Educating and communicating about climate change is challenging. Researchers reported that climate change concepts are often misunderstood. Some people do not believe that climate change will have impacts on their own life. Other challenges may include people＇s difficulty in perceiving small or gradual environmental changes, the fact that overconsumption brings people power and recognition, people＇s weak connection to nature, and people＇s tendency to make emotional decisions and quickly solve environmental problems. Drawn from research, some climate change communication and education strategies are presented. Well designed environmental messages could convince people that they can still reduce the scale of the phenomenon and could link mitigation actions to people＇s positive desires or aspirations, while providing local examples of climate change impacts and illustrated information. In mitigation education, some strategies （future education, reflective, experiential, socio-constructivist approaches and the community of change）, jointly used, could correct the learners＇ misconceptions and lead them to action. In adaptation education, scientists and citizens could get together to choose a specific problem that may worsen with climate change, analyze it, and propose and implement adaptations. In the meantime, pedagogical strategies inspired by cognitive science could strengthen the citizens＇ skills： posing and solving problems, decision-making, scenario building and sustainable planning.     

同伴关系与幼儿的自我效能感发展

同伴关系为幼儿的自我效能感发展提供了丰富的信息来源,是影响学前期幼儿自我效能感发展的重要因素;与此同时,幼儿的自我效能感发展又会影响到幼儿同伴关系的确立和同伴之间的活动。