Associations between peer bullying and classroom concentration: evidence for mediation by perceived personal safety and relationship with teacher

Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed.     

少数民族小学生师生关系状况调查分析——以云南为例

使用师生关系量表对云南省少数民族小学生1000名,汉族小学生1000名进行测查,结果发现：少数民族小学生师生关系状况不容乐观,与老师处于高冲突、高回避、低依恋、低亲密的学生比例分别为9．54％、3．75％、35．02％、44．97％;少数民族小学生的师生关系差于汉族小学生;少数民族小学生男生的师生关系状况差于女生;贫困地区小学生的师生关系状况差于非贫困地区。因此,提高边疆少数民族小学生的师生关系质量刻不容缓。     

小组工作介入技工学校班主任管理工作的启示

本文介绍小组工作方法应用到技工学校班主任工作的实践,并从中得到相应启示,探讨技工学校班主任管理班级的新途径。     

师幼关系中幼儿教师的角色意识探析

本研究对师幼关系中幼儿教师的角色意识进行了调查与分析,结果发现幼儿教师认为自身之于儿童所处的角色地位依次为朋友、教育者、组织者、保育者、学习者。幼儿教师对朋友、保育者、学习者、组织者等角色行为规范的理解较为清晰、明确,扮演起来也较为容易,但对教育者角色行为规范的认识较为模糊、混乱．扮演起采存在一定难度。     

关系哲学视角中的德育师生关系谈

文章以马丁·布伯的关系哲学为视角,审视了现行德育中的师生关系问题,并提出以"爱"作为切入点改变现有德育师生关系。     

教育管理中的人际关系思想探析

现代教育管理已逐渐进入以人为本的管理新时代.教育管理的核心是人,形成良好的人际关系,才能最大限度地调动教师的积极性,实现组织管理功能最大化.人际关系理论在西方教育管理的发展进程中产生了重大的作用,我国的教育管理可借鉴人际关系理论,采用弹性化管理,视教师为“社会人”,重视教师群体的作用,重视学校中非正式组织的作用,创建和谐的学校人际关系.     

团体游戏治疗:借鉴与应用

团体游戏治疗将团体治疗与游戏治疗有机结合,具有很大的应用价值。借鉴国外主要的团体游戏治疗模式,对我国幼儿园和小学展开团体游戏治疗的理论与实践有启迪意义。     

一例大学生宿舍人际关系问题的团体咨询案例报告

文章是一位在校生感到宿舍人际关系出现问题,主动要求心理咨询而引出的团体咨询案例。对宿舍人际关系问题,较为成熟、有效的处理方法就是团体辅导,经咨询宿舍中全体成员的同意,采用团体辅导的方式。依据团体动力学理论,运用心理测验、面谈、角色扮演、建立契约等技术,经过四个阶段,建立起良好的宿舍氛围。     

小学生道德学习中教师的作用

小学生道德学习包括道德需要、价值分析、自我选择、道德实践、道德评价五个环节。教师必须整体把握五个环节之间的联系,从小学生道德潜能出发,为其提供道德实践机会,帮助其提高价值分析水平,引导其自主选择、自主反思和自主评价。     

Group work: Prospective teachers’ acquisition of transversal competences

The current training model being used in higher education advocates the acquisition of competences aimed at providing students with all-round training that will enable them to tackle their future work responsibilities effectively. This encompasses a number of different competences, most notably the transversal kind, especially in view of the important role they play in shaping the profile of any professional individual. The active learning methods applied to group work have shown to be the most suitable for achieving these competences. From this perspective, and considering their relevance, we present the results of a study that addresses the perceptions held by students from Education Degrees regarding the extent to which transversal competences are acquired by implementing active learning methods. The students perceive group work as a dynamic that teaches them how to be more self-critical and committed to group-oriented tasks, thus encouraging communication skills, personal relationships and motivation. However, a lesser degree of acquisition has been recorded in other equally important competences. As such, it is necessary to promote these learning methods from the start, carefully designing and planning the curriculum structure as well as the tasks to be performed in order to avoid any negative implications that may arise.     

小学生兴趣爱好与同伴关系的相关研究

用儿童社会距离量表和兴趣爱好问卷对699名儿童进行测量,探讨儿童不同兴趣爱好对其同伴关系的影响。结果发现,儿童对兴趣爱好的选择有明显差异,喜爱电子游戏的儿童同伴关系最差,偏爱个人活动的儿童其同伴关系明显低于偏爱非个人活动的儿童。     

Shake,rattle and roll – can music be used by parents and practitioners to support communication,language and literacy within a pre-school setting?

This article reports on the findings from the first part of a pilot project which gathered data from a mixed-ability Year-4 class on their perceptions of their identities as learners. A questionnaire was used which addressed both academic and affective issues, for example, why pupils do or do not enjoy certain subjects, whether they prefer to work collaboratively or alone and why they do or do not feel comfortable in the classroom. It also asked about the reasons for such preferences. The data were analysed using a trial framework which classified the pupils' responses under four headings and sought to evaluate the interaction between these elements.