群体身份认同视角下的流动儿童助人行为

从群体身份认同理论可知,当个体隶属群体时,会对内外群体身份的成员区别对待。该理论为研究流动儿童的助人行为提供了一个全新的视角,使我们可以在探讨流动儿童群体身份认同归属的前提下,对其助人行为的概念进行界定与分析。     

流动儿童身份认同危机的表现、成因及对策

近年来随着进城务工人员规模日益增大,跟随父母进城的流动儿童愈益增多,由此引发的流动儿童身份认同危机引起了社会的高度关注.这种身份认同危机主要表现为身份归属危机与心理调适危机,儿童身份认同遭遇了以户籍制度为核心的制度性社会排斥是其产生的重要原因.推进户籍制度改革、完善学校制度建设与教育、加强城市与农村群体互动、扭转流动儿童非理性认知有助于排解流动儿童身份认同危机,促进城乡融合与社会和谐建设.     

家庭环境与流动儿童的边缘化问题

由于特殊的成长背景,流动儿童在成长过程中出现了大量的心理和行为问题,他们逐渐走向边缘化。其中,家庭环境对流动儿童边缘化产生了重要影响,要有效化解流动儿童的边缘化,必然要优化家庭环境,以帮助其回归主流社会。流动儿童去边缘化与家庭环境优化的路径在于：培育亲子关系,丰富孩子的发展资源;及时转变角色,促使孩子心灵的回归;努力实施养成教育,完善孩子的社会功能。     

学龄前流动儿童行为问题与父母婚姻质量研究

考察学龄前流动儿童行为问题的现状及其与父母婚姻质量的关系。方法:采用Rutter儿童行为问卷和Olson婚姻质量问卷对学龄前流动儿童及其父母进行了测查。结果:(1)学龄前流动儿童行为问题的检出率为32.6%;(2)行为问题组和行为正常组儿童的父母婚姻质量在过份理想化、夫妻交流、解决冲突的方式、经济安排、子女和婚姻、与亲友的关系以及角色平等性上都存在显著的差异;(3)学龄前流动儿童行为问题与父母婚姻质量呈显著负相关;夫妻交流、子女和婚姻两个因子对学龄前流动儿童的行为问题具有显著负向预测作用。结论:学龄前流动儿童行为问题与父母婚姻质量之间关系密切,婚姻质量越低,学龄前流动儿童发生行为问题的概率就越高。     

儿童行为父母教养方式的相互影响

北京市教育科学研究所对108名16岁以下失足学生的成长历程、家庭环境、父母的教养方式进行过专门的调查。结果表明，失足学生家长教育子女多采用两种方法：45％的家长采用所谓“严管”，即“不听话就打”的严约束不教育的方式，失足学生普遍认为这种方式对他们“收效甚微”；25％的家长采用无力的说教，对孩子的教育缺乏针对性，结果也是孩子听不进去。父母的教养观念、方式、态度和行为是儿童行为形成和发展的重要因素。父母恰当的教养方式能加强管教效果。否则，容易     

身份认同视角下流动儿童的班级适应培养策略浅析

流动儿童作为跟随父母务工被动进入城市的特殊人群,往往对自己究竟是"城里人"还是"老家人"没有清楚的认识,因而有很大一部分流动儿童因此无法对城市产生归属感,甚至无法适应正常的班级生活。因此,本文基于身份认同视角,有针对性地探讨流动儿童班级适应的培养策略。     

儿童行为与父母教养方式的相互影响

北京市教育科学研究所对108名16岁以下失足学生的成长历程、家庭环境、父母的教养方式进行过专门的调查：结果表明，失足学生家长教育子女多采用两种方法：45％的家长采用所谓“严管”，即“不听话就打”的严约束不教育的方式，失足学生普遍认为这种方式对他们“收效甚微”；     

流动儿童助人行为的促进方案的设计思路——基于群体身份认同视角

随着经济快速发展,传统的城乡二元结构和地际边界被打破。城乡流动和城市间的人群流动也愈发突出,流动儿童问题也随之浮现。因此,有效地利用流动儿童的群体身份概念,设计流动儿童的助人行为的促进方案,具有重要的理论意义和实践意义。     

流动儿童家庭环境与教育分析——以宁德市流动儿童为例

伴随着城市进程的加快,我国的流动人口成为一个规模庞大的群体逐渐涌进中小型城市。宁德市作为典型的中小型城市,随着城市化与工业化的进程,近年来流动人口逐年增加,给宁德市带来的丰富的劳动力资源,同时流动儿童教育问题成为当今流动儿童的突出问题与迫切需求。许多流动家庭认为教育是学校的事情,他们往往对孩子的期望高投入少,疏忽了家庭教育在流动儿童的成长中发挥的重要作用。     

学龄前儿童心理行为发展与家庭环境的关系

为了探讨学龄前儿童的心理行为发展与家庭环境的关系,采用3~6岁幼儿心理健康测量问卷和家庭环境量表(中文版)对湛江市1441名学龄前儿童家长进行调查.结果表明:(1)3~4岁学龄前儿童心理行为问题检出率最高;(2)学龄前女童心理健康发展总体状况比男孩好;在3~4岁时,男女童动作能力发展在性别上达到显著性差异;在4~5岁,男女童语言能力发展在性别上统计学差异显著;5~6岁男女童心理行为发展在认知领域和语言能力领域存在显著差异,而其余能力发展不存在显著差异;(3)学龄前儿童心理行为发展受家庭环境影响.家庭亲密度越高,知识性、组织性越高,矛盾性越小,越有利于幼儿心理健康的发展.     

学前儿童提问能力与家庭教养方式的相关关系研究

儿童的提问能力可以在一定程度上表现出儿童思维发展水平、语言能力和认知水平,对儿童的身心发展具有重要的意义。对6名5岁学前儿童进行长期的常查并根据儿童提问的频率,以获取有效提问数为主体,分析不同教养方式的儿童在提问数量、类型、性别和质量之间的差异,得出儿童提问的频率与家庭教养方式之间存在不显著相关;不同教养方式中儿童提问类型特点表现各有特色;儿童的提问存在性别差异;教养方式的不同会导致儿童提问质量存在差异。     

家庭背景、族群身份与我国不同少数民族的高等教育机会——基于云南省高校少数民族大学生的调查分析

基于对云南省13所高校5608名少数民族大学生的问卷调查,分析家庭背景与族群身份对我国不同少数民族群体进入不同类型高校的影响,结果发现:家庭背景与族群身份共同影响哈尼族、彝族、白族、傣族、纳西族子女获得高等教育的层次与质量,但影响程度不尽相同。在控制家庭背景等因素的影响之后,白族子女更容易获得本科教育机会,哈尼族子女获得本科教育机会则相对困难。     

教师工作与家庭关系研究述评

随着劳动力结构、家庭结构和工作特点的巨大变化,越来越多的研究者开始关注工作和家庭问题。国内外有关教师工作与家庭的研究主要从互动系统的视角和非互动系统的视角进行了深入探讨,本文从以上两个视角出发,分别就国内外相关研究的主要内容、主要研究方法等方面进行评析,同时对未来的研究走向进行了展望。     

The Relationship Between Software Design and Children's Engagement

This study was an attempt to measure the effects of praise and reinforcement on children in a computer learning setting. A sorting game was designed to simulate 2 interaction styles. One style, called high computer control, provided frequent praise and coaching. The other, called high child control, had narration and praise toggled off. A population of 38 preschoolers was videotaped in each condition. Measures of mouse clicks, problems solved, and accuracy were considered, along with qualitative observations such as body language. Children completed 3 times more problems, with twice as many correct answers in the high child control condition, indicating that control mechanisms, such as reinforcements or instructions, can significantly influence the quality and quantity of child activity in a computer learning setting.     

The Relationship Between Software Design and Children's Engagement

This study was an attempt to measure the effects of praise and reinforcement on children in a computer learning setting. A sorting game was designed to simulate 2 interaction styles. One style, called high computer control, provided frequent praise and coaching. The other, called high child control, had narration and praise toggled off. A population of 38 preschoolers was videotaped in each condition. Measures of mouse clicks, problems solved, and accuracy were considered, along with qualitative observations such as body language. Children completed 3 times more problems, with twice as many correct answers in the high child control condition, indicating that control mechanisms, such as reinforcements or instructions, can significantly influence the quality and quantity of child activity in a computer learning setting.     

The Relationship of Family Variables to Head Start Children's Preacademic Competence

This study was conducted with a sample of 93 Head Start children and their mothers. It examined the contribution of family variables (i.e., parenting style, home literacy activities, maternal school involvement, and maternal expectations) to children's preacademic competence as defined by four criteria: (a) performance on a standardized achievement battery; (b) teachers' ratings of children's cognitive competence; (c) children's self-ratings of competence; and (d) maternal reports of children's early school adjustment. In exploring these relationships the study controlled for the influence of variables (i.e., child and maternal cognitive variables, child sex, as well as risk due to daily stress) that have been suggested to influence directly, or indirectly, maternal involvement and child competence. Hierarchical regression analyses indicated that educational expectations, home literacy variables, and school involvement were predictive of children's competence even after accounting for the effects of maternal education, child IQ, and daily stress. Specifically, maternal educational expectations were predictive of preacademic achievement and teacher-rated competence. Maternal engagement in educational activities at home was predictive of children's self-efficacy beliefs and school adjustment. Maternal school involvement was also predictive of school adjustment.     

The Relationship of Family Variables to Head Start Children's Preacademic Competence

This study was conducted with a sample of 93 Head Start children and their mothers. It examined the contribution of family variables (i.e., parenting style, home literacy activities, maternal school involvement, and maternal expectations) to children's preacademic competence as defined by four criteria: (a) performance on a standardized achievement battery; (b) teachers' ratings of children's cognitive competence; (c) children's self-ratings of competence; and (d) maternal reports of children's early school adjustment. In exploring these relationships the study controlled for the influence of variables (i.e., child and maternal cognitive variables, child sex, as well as risk due to daily stress) that have been suggested to influence directly, or indirectly, maternal involvement and child competence. Hierarchical regression analyses indicated that educational expectations, home literacy variables, and school involvement were predictive of children's competence even after accounting for the effects of maternal education, child IQ, and daily stress. Specifically, maternal educational expectations were predictive of preacademic achievement and teacher-rated competence. Maternal engagement in educational activities at home was predictive of children's self-efficacy beliefs and school adjustment. Maternal school involvement was also predictive of school adjustment.     

家庭环境危险性、未来定向与农村青少年的吸烟行为

本研究以683名农村小学生和初中生为对象,考察了农村青少年吸烟行为的特点及其与家庭环境危险性、未来定向的关系.结果发现:(1)10.7%的农村青少年曾有过吸烟行为,7.7%的青少年过去一个月吸烟,男生、初中生、留守儿童青少年的吸烟行为显著地多于女生、小学生和非留守者;(2)家庭环境危险性、未来定向与农村青少年吸烟行为显著相关;(3)家庭环境危险性可以直接地预测农村青少年的吸烟行为,同时,未来定向在家庭环境危险性与青少年吸烟行为关系中发挥着完全中介的作用,提醒我们应高度关注未来定向的保护性作用.     

家庭背景、族群身份与我国少数民族的高等教育获得

基于对全国175所高校大一新生的问卷调查,分析其家庭背景与族群身份对我国少数民族群体进入不同类型高校机会的影响,结果发现:我国少数民族的高等教育获得受社会分层与族群分层结构的双重制约。从家庭背景的角度来看,总体上家庭背景愈佳,少数民族子女获得高等教育的机会越多;从族群身份的角度来看,在控制家庭背景变量的情况下,少数民族学生较汉族学生更易获得本科层次的教育机会。