西方有关父子依恋影响因素的研究述评及教育思考

依恋研究多集中于母子依恋,但父子依恋的研究亦不容忽视.研究显示,儿童特质和父亲人格、内部工作模式、教养信念、教养方式等个体因素,以及婚姻关系、社会支持、工作和家庭状况等环境因素,均会影响父子依恋的安全性.通过对西方有关父子依恋影响因素研究的梳理整合,有助于更好地认识父亲的角色功能,为我国的家庭教育提供宝贵的借鉴.     

A further perspective on parental reaction to handicap

In rejecting the familiar position that parents of handicapped children are dominated by negative emotions, this paper explores the necessity to include in any explanation of family dynamics the quality of professional support in mitigating the consequences of handicap. It also emphasizes other elements in constructing a satisfactory theory namely: parents’ reactions to transitions in the handicapped child's life; their individual differences in resisting stress; the extent and nature of the child's disability; and community attitudes to that particular disability.     

Gender,parental education,and ability: their interacting roles in predicting GCSE success

We investigate the relations between gender, parental education, ability, and educational achievement in Britain, focusing on the way in which gender and parental education interact with ability to contribute to a pupil’s obtaining secondary school qualifications. This allows us to provide evidence relevant to claims concerning the effects of differences in the way in which working- and middle-class familial cultures interact with gender-specific behaviour in school. Given the configurational nature of the processes likely to be involved, we employ Ragin’s Qualitative Comparative Analysis as our method. We find that, in both academically selective and non-selective schools, high ability is a quasi-sufficient condition for obtaining certain levels of qualification, but that at lower levels of ability, either being female or having highly educated parents (or both) have to be present, too. Boys without highly educated parents perform less well than girls from a similar background.     

Pupil involvement in special educational needs disagreement resolution: a parental perspective

Recent international and Governmental policy has identified the need for all public services and professionals involved with children to take into account the children's views, needs and wishes, when making decisions about their care and educational provision. This is of particular importance in the context of special educational needs disagreement resolution. This article reports on a small scale preliminary study carried out in January 2004, focusing upon parental perspectives of pupil involvement in SEN disagreement resolution. Ten parents of children with SEN were interviewed using a semi‐structured interview schedule, addressing their experience of the disagreement resolution process and the extent and nature to which their child was involved. Whilst it is acknowledged that the sample in this study was small, and thus may be regarded as tentative and preliminary, a thematic analysis of the content of the interviews indicated that children are not directly involved in informal disagreement resolution meetings. Most notably the parents report that they are unclear about the process and rules about directly involving children. Where children are involved, their views are given indirectly and in most cases their views are only presented by the parents. The authors make several recommendations for enhancing pupil participation in SEN mediation arrangements including, making the overall process more transparent and perhaps having a child advocate who could ensure that the child's views are represented in a way that is suitable to the particular needs of each child.     

Men and women as parents: sex role orientations, employment, and parental roles with infants

Mothers' and fathers' sex role orientations and employment situations were examined in connection with their involvement in child-oriented activities using a longitudinal research design. During interviews that took place within 3 months of their wedding dates, 34 couples completed questionnaires that measured their sex role attitudes, masculinity-femininity, and their skills and role preferences for performing a number of child-oriented activities. Approximately 1 year later, after the couples had become parents, they were interviewed about their employment situations and again about their child-care skills and role preferences for performing certain child-care tasks. During the 2- to 3-week period following the second interview, the couples were telephoned on 9 occasions and asked to report on the household tasks, leisure activities, and child-oriented activities they had performed during the 24-hour period that preceded each call. The findings showed that mothers' sex role attitudes before their infants' births predicted their role preferences after their babies were born, and these two factors, as well as mothers' involvement in the paid labor force, were related to the extent of their involvement in child-oriented activities. Mothers' masculinity and femininity, however, were unrelated to their parenting behavior. In contrast, fathers' work involvement was related only to the extent of their leisure activities with children. In addition, fathers' role preferences for performing child-care tasks and their perceived skill at such tasks (as measured both before and after their children's births) were related to the overall extent and the nature of their involvement in child-oriented activities. Fathers' role preferences were somewhat stable from before to after children's births, and fathers' preferences before their children were born predicted the mothers' preferences afterward. Neither fathers' sex-role attitudes nor their masculinity or femininity, however, predicted their activities with infants.     

Mothers roles in traditional and modern korean families: The consequences for parental practices and adolescent socialization

This paper examines Korean mothers’ roles in the socialization of their adolescent children. First, the issue is analyzed through a historical approach that takes into account the Confucian background of Korean family life. Secondly, we consider concepts and results from recent studies on mothers’ attitudes, parenting styles, and adolescent socialization. Some of the arguments and data are particularly relevant to middle class mothers. We point out that the Confucian influence remains strong in modern South Korea while at the same time mothers responsibilities in parenting and socialization have increased. As a consequence, the relationship between mothers and their adolescent children has become more complex, intense, and unstable. We conclude that the balancing of autonomy and relatedness is the most important developmental task facing mothers and their children. Research underlying this article was supported through a grant from Mokpo National University (2000).     

Human studies: A perspective about perspective

Innovative Higher Education - This article discusses programmatic features that are sensitive to the special needs of adult degree students while also helping institutions combat difficulties often...     

自主学习谈

本期高职教学栏目发表了杨晓莉、胡秀良、肖绮雯、柳晓夫、张兰玲等同志撰写的关于高职生自主学习方面的几篇文章,在教师的教与学生的学两方面提出了一些颇有改革价值的看法和做法,很值得一读。读时望能注意以下几点。 1.尊重学生的自主学习权 我国公民享有学习权是我国宪法规定的。学习权既包括入学学习的权.也包括入学     

Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self‐determination theory perspective

The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et al.) investigating the mentioned constructs. Results showed that students were highly intrinsically and extrinsically motivated. The results also showed significant correlation between intrinsic and extrinsic motivations and perceived competence and parental support scales except for parental control. Other interesting findings were also found regarding the aforementioned constructs. The results further reveal some significant differences in control, achievement goal, amotivation and competence support between genders and education of parents. The possible implications of and recommendations from these findings will be discussed.     

Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective

This study examined how classroom management practices—care and behavioral control—were differentially associated with students’ engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes in Singapore. Results of hierarchical linear modeling showed differential relations. After controlling for students’ gender and socioeconomic status, both care and behavioral control were positively related to student engagement. Moreover, behavioral control was a significant negative predictor of classroom misbehavior and care was a significant positive predictor of satisfaction with school. Our findings underscore the importance of blending care and behavioral control to achieve multiple goals of classroom management.     

Professional roles and responsibilities in meeting the needs of children with speech,language and communication needs: joint working between educational psychologists and speech and language therapists

There is a large population of children with speech, language and communication needs who have additional special educational needs (SEN). Whilst professional collaboration between education and health professionals is recommended to ensure an integrated delivery of statutory services for this population of children, formal frameworks should be developed for the exchange of information during identification and assessment of needs and planning of intervention strategies. In this study an audit was carried out to examine practical and conceptual issues which might arise in a piloted communication system between educational psychologists and speech and language therapists. Whilst it was found that 62.8% of newly referred children with SEN had some history of co‐existing communication and education needs, it was shown that duplication of work exists and communication is onerous. It was also shown that schools were not fully informed about children’s needs. Joint commissioning of services is required to facilitate individual practitioners in collaborating to serve the needs of these children.     

Mentors and teachers: testing the effectiveness of simultaneous roles on school performance from a basic psychological needs perspective

The mentor’s background in educational roles has been presented as a moderator of School-Based Mentoring (SBM). However, the analysis of overlapping mentoring and teaching roles has been underemphasized in the literature. The aim of this study is to test whether the combination of mentoring and teaching roles influences the mentees’ school performance, within a Portuguese SBM program. A three-stage experimental study was conducted in order to compare mentored (n = 157) and non-mentored students (n = 160) enrolled in formal basic education (5th to 8th grades). Multivariate Analyses of Covariance (MANCOVA) revealed that the combination of mentoring and teaching roles was effective in reducing the mentees’ unexcused absences and in improving their grades in Portuguese language and math as well as their Grade Point Average (GPA) compared to equivalent non-mentored students. Further analyses demonstrated that an increased satisfaction of the mentored students Basic Psychological Needs (BPN) promoted better school performance outcomes when compared with non-mentored students with an identical perception of BPN support. However, mentored students that experienced an increased satisfaction of BPN had marginally significantly worse Grade Point Average (GPA) than the mentored students that perceived less or similar BPN support within SBM. These mixed trends are discussed and recommendations are made for a more balanced support of BPN in SBM relationships and across the different relationships held between the mentees and other teachers, in order to foster an improvement of school performance.     

A report on television speech making

Recognizing the centrality of motives in Burke's rhetorical theory, the authors suggest that the concept has so far not been adequately dealt with. The article begins with an explanation of the pentad, whose elements are “five motivational points of view.” The terms of the pentad can be assigned to the elements in a human event only after an examination of the event; nothing is to be assumed. The authors recognize that others—Holland, Nichols, Fisher, for example—have drawn various connections between the pentad and motives, but each has been too narrow in a different way. The first point to be made is that each element in the pentad is the locus or potential locus of motive forces. Then, acknowledging the suggestion by Ling that each man describes a human situation by featuring and ordering particular elements in the pentad, the authors argue that such featuring implicitly also features the motives associated with those elements. They then speculate about what featuring tells us of various periods in rhetorical history: the renaissance featuring of schemes and tropes, the elecutionary movement, etc., each one emphasizing a different element in the pentad. They conclude that Burke calls for a thorough investigation of all the elements as well as their interrelationships or, ratio, and a synthesis of the results. This advice is immediately taken up by the authors in a lengthy analysis of George Wallace's “stand in the school house door” at the University of Alabama in 1963.     

Donald Super: A perspective on career development

This interview with Donald Super focuses on life stages, determinants, role of career counselors, matching vs. developmental emphasis, multicultural and women's issues, current applications of theory, and a comment on future directions.This interview was videotaped at the University of North Carolina at Greensboro in April, 1991. It has been edited for clarity and ease of reading.     

Control strategies and noncompliance in abusive mother-child dyads: an observational study

The present observational study of child abuse has isolated parental control strategies and child response as a promising area of investigation. The social interaction of 10 abusive and 10 matched control mothers and their preschool children was videotaped in a simulated home environment involving both structured and unstructured activities. A coding scheme was developed to record interactional behavior in each dyad. Particular emphasis was placed on the analysis of mother command/child compliance sequences. Compared to controls, abusive mothers employed more commands, and more power-assertive and less positively oriented control strategies. They were also more intrusive, more inconsistent in their use of parenting techniques, displayed more flattened affect throughout their control interactions, and were less flexible in their attempts to gain compliance from the child. In turn, children of abusive mothers demonstrated far more noncompliant behavior than their control counterparts.     

Private speech and strategy-use patterns: bidirectional comparisons of children with and without mathematical difficulties in a developmental perspective

The present study examines private speech and strategy-use patterns for solving simple number fact problems in addition. The progressive differentiation by grade between children's levels of private speech internalization--including silence--was investigated and related to children's developmental patterns for subcategories of strategy-use internalization. Comparisons were made between 67 children with math difficulties (MD) and 67 children without MD from Grade 2 to Grade 7 in primary schools. Two separate laboratory investigations were performed for each child to examine private speech and strategy-use internalization. Analysis was based on private speech category differences, strategy-use differences, and differences in the occurrence of private speech-strategy-use combinations. Children without MD showed a grade-determined shift from less to more internalized private speech and from the use of backup strategies to retrieval strategies. In contrast, the private speech and the strategy-use internalization of children with MD, reflected in inaudible private speech and backup strategy use, seemed to converge at earlier developmental levels. The development of children with MD seemed almost to stop at the inaudible private speech-backup strategy combination level. The silence-retrieval strategy combination level was the primary alternative for typical math achievers. In all, the characteristics of the development curves of the children with MD were consistent with a developmental difference and not with a developmental delay model. Implications for intervention and future research methodology are discussed.     

Home and school: parental views

Citizenship, even in KS1, should help children develop their own value systems and understanding about challenging injustice. This paper reports on a small project working with 6–7 year olds through the statutory History curriculum. Children learned about three people from the past whose personal actions contributed to changing discriminatory institutional structures and attitudes. The children surprised their teachers by their maturity and understanding of the issues. The paper details some principles for engaging in controversial work of this nature, identifies some areas of potential misunderstanding and provides examples of the teachers' strategies and support.