The Origins of Parenting Stress During the Transition to Parenthood: A New Family Model

This paper describes the origins of parenting stress, defined both as tensions in the parent-child relationship and as broader changes in five family domains as men and women make the transition from couple to family life. Despite significant change in their average level of functioning, parents show continuity in their level of adaptation from pregnancy through the first five years of parenthood. Parenting stress emerges from the context of parents' individual and marital adaptation before the child is born. It is possible to identify expectant parents who are at risk for later parenting stress and lower well-being across employment and family domains. Path analyses show that men's and women's prior well-being and their involvement in paid work during pregnancy are associated with higher parenting stress—and lower self-esteem, marital satisfaction, family work satisfaction, and job satisfaction—two years later when their babies are 18months old. Stress in the parent-child relationship at 18 months postpartum compounds preexisting stress in other family domains to reduce well-being in other aspects of family life. Links among parenting stress, parenting quality, and children's adaptation to school lead to suggestions for preventive interventions early in the family life cycle.     

Perceptions of School Environment among Japanese Junior High School,Non-attendant,and Juvenile Delinquent Students

Scales to assess Japanese school environment were constructed based on the Classroom Environment Scale (CES) (Moos & Trickett, 1974) and a Japanese scale (Hirata, 1994). Factor analysis revealed four factors extracted from 61 items: Teacher Control, Sense of Isolation, Order and Discipline, and ‘Wa’ Affiliation. The resulting Classroom Environment Scale (CES-J) consists of 29 items. In Study I, 635 pupils from four junior high schools were compared on the CES-J, and statistically significant school differences were found for Sense of Isolation, Order & Discipline and ‘Wa’ Affiliation. In Study II, the CES-J was administered to 266 junior high school students, 106 juvenile delinquents and 11 non-attendant pupils. Delinquents showed a stronger sense of isolation in the classroom, and non-attendant students reported more maladjustment regarding affiliation with classmates. The results suggest that the CES-J is useful for assessing students' perceptions of the characteristics of their schools. It was necessary to modify the CES for use in Japan, as well as for the factors which delineate the Japanese school environment. This revised version was published online in July 2006 with corrections to the Cover Date.     

Classroom environment and approaches to learning: An investigation of the actual and preferred perceptions of Hong Kong secondary school students

This study is based on the responses of 180 Form 3 Hong Kong secondary students to preferred and actual forms of Chinese versions of the Classroom Environment Scale (Moos & Trickett 1974) and Learning Process Questionnaire (Biggs 1987) with reference to their Science classes. The data tended to support qualitative research indicating that Hong Kong secondary school students perceive their classroom to be relatively competitive and teacher controlled and as encouraging rote learning. The students tended to prefer a friendlier atmosphere where students and teachers collaborated to provide a greater variety of interesting but challenging activities. Such a learning environment, the students indicated, would tend to promote the deeper, more achievement-oriented approach to learning that they would prefer. The relationship was strongest between preferred deep approach and preferred learning environment. Some implications for improvement of student learning are discussed.     

Extension Personnel's Self-Esteem and Workplace Relationships: Implications for Job Satisfaction and Affective Organizational Commitment Foci

Abstract

This study proposes relationships between job satisfaction, affective commitment (organization, supervisor and workgroup), and exchange relations with supervisor, organization and workgroup members among extension personnel. Perceived self-esteem (SE) is hypothesized to moderate relations between the social exchange foci and the corresponding commitment foci and global job satisfaction. One hundred and fifty-six extension personnel (i.e. 93.41% responses) from Ogun State Agricultural Development Programme in Southwest Nigeria provided the useable data for this study. The results of the multiple moderated regression analyses indicate that there are positive relations between job satisfaction and SE (β =0.30, p <0.0001), and relations with organization (β =0.62, p <0.0001). There are positive relations between SE and organizational commitment (β =0.58, p <0.0001), supervisor commitment (β =0.28, p <0.0001), and workgroup commitment (β =0.33, p <0.0001). The notion of most salient foci having the strongest effect on an individual's behavior received mixed support in this study. There is independence between workgroup commitment and relations with workgroup members (β =0.01, ns). The hypothesized moderating effect of SE on the predictors-criterions linkages is not supported by the results. The implications of the results are discussed.     

新课程背景下中学教师教学效能感相关因素研究

新课程背景下中学教师新的教学任务、新的价值感是否会导致其教学效能感发生变化?而教学效能感是否会影响教师工作满意度?对350名广州市中学教师进行问卷调查发现:在新课程背景下,教师的人口学变量:性别与年龄的交互作用、学历、任教课程、职称、月薪,以及心理学变量:自尊、职业压力,对教学效能感有显著影响。此外,教学效能感、自尊及导致职业压力的某些因素会影响教师工作满意度。     

The impact of living group social climate on student academic performance

The relationship between living group social climate and freshman scholastic achievement was examined in 36 fraternity groups and 18 male residence hall groups. Certain aspects of a living group's social environment, as measured by the subscales of the University Residence Environment Scale (Moos and Gerst, 1974), were significantly correlated with the freshman members' level of achievement (after controlling for high school grades and college entrance exam scores). Among fraternity groups, freshman achievement was higher in groups that emphasizedacademic achievement and competition, and lower in groups that emphasizedstudent influence. Among residence hall groups, freshman achievement was lower in groups that emphasizedtraditional social orientation. The results suggest that student living groups can affect the academic performance of their freshman members.     

领导部属交换与组织自尊及工作满意度的关系研究

采用定量的研究方法,探讨了中国民营企业经理人的领导部属交换与工作满意度的关系,特别是组织自尊在两者关系中的中介作用。本文通过问卷调查民营企业324位经理人,并运用多元回归和层次回归对假设模型进行了检验。实证结果显示,领导部属交换与经理人的工作满意度呈正相关关系,经理人的组织自尊在领导部属交换与经理人的工作满意度之间起部分中介作用。研究表明,我国民营企业的领导要与其经理人下属建立高质量的交换关系,而且要在关系构建中通过信号显示让经理人感觉到自己对组织的重要性,从而通过让经理人的组织自尊的提升来提高其工作满意度。     

四川农村中学教师职业角色意识与职业倦怠的关系:工作满意度的中介作用

探讨工作满意度在农村中学教师职业角色意识与职业倦怠之间的中介作用.采用教师职业倦怠量表、工作满意度问卷和自编教师职业角色意识问卷对265名中学教师进行调查.结果表明:职业角色意识与职业倦怠呈显著负相关,职业角色意识对职业倦怠有显著负向预测作用;工作满意度在职业角色意识与职业倦怠之间存在显著的部分中介作用.研究表明,职业角色意识、工作满意度是教师职业倦怠的重要预测变量,工作满意度在职业角色意识与职业倦怠之间起部分中介作用.     

The Impact of Two- and Three-Generational Black Family Structure on Perceived Family Climate

This study examined the effect of black family structure on the perceived social climate as measured by the Family Environment Scale. The 64 black families were selected to fill the four cells of a 2 × 2 factorial design of 1- versus 2-parent black families by grandmother residing in the home of the family versus living 10 or more miles away. The family climate was significantly different among the four family structures and between this sample and the normative sample of Moos and his associates. No significant differences were found among the family structures on their Family Incongruence scores. The subscale scores of this black sample were similar to the scores of other black and partly black samples. These results suggest that black families are not a homogeneous group, but rather different black family structures are associated with different family climates. Further research is needed to understand the impact family climate has on child-rearing practices and child outcomes within these diverse family structures.     

Self-perception,self-esteem and life satisfaction in adopted and non-adopted children and adolescents / Autopercepción,autoestima y satisfacción vital en niños y adolescentes adoptados y no adoptados

This paper analyses whether the specific challenges of adolescence and adoption may affect the self-assessment of adopted adolescents. A total of 618 children and adolescents from Andalusia (southern Spain) between eight and 16 years of age (105 adopted and 513 non-adopted) participated in this study. For comparison purposes, different groups of non-adopted children (current classmates, children in residential care and children who have grown up with their biological families in socially disadvantaged areas) also participated. The Self-Perception Profile for Adolescents, the Rosenberg Self-Esteem Scale (RSE) and the Students’ Life Satisfaction Scale (SLSS) were utilized. The results reflect positive self-assessments on average at the beginning and during adolescence. There is a decline in self-perception, self-esteem and life satisfaction at around 11 or 12 years, with a slight recovery beginning at the age of 14. This trend occurs in adopted and non-adopted children and adolescents. Adopted children present self-assessments similar to children who live with their biological family. Children in residential care exhibit self-perception, self-esteem and life satisfaction that is well below the rest.     

普通高校教师的价值观结构及其与工作满意度的关系

研究探讨了目前普通高校教师对不同价值观的认同情况以及这些价值观如何影响着其工作满意度。通过调研发现:(1)不同性别、年龄的高校教师的价值观存在着差异;(2)高校教师的终极性核心价值观包括自我取向价值观、成就取向价值观和社会取向价值观,高校教师的认可程度依次降低;(3)高校教师的工具性核心价值观包括开放性、尽责性、进取性和传统性四类价值观,高校教师的认可程度依次降低;(4)核心价值观影响着高校教师的工作满意度。认同自我取向价值观和开放性价值观的教师表现出较低的工作满意度,而认同成就取向价值观和传统性价值观的教师则表现出较高的工作满意度。     

The Origins of Parenting Stress During the Transition to Parenthood: A New Family Model

This paper describes the origins of parenting stress, defined both as tensions in the parent–child relationship and as broader changes in five family domains as men and women make the transition from couple to family life. Despite significant change in their average level of functioning, parents show continuity in their level of adaptation from pregnancy through the first five years of parenthood. Parenting stress emerges from the context of parents' individual and marital adaptation before the child is born. It is possible to identify expectant parents who are at risk for later parenting stress and lower well-being across employment and family domains. Path analyses show that men's and women's prior well-being and their involvement in paid work during pregnancy are associated with higher parenting stress—and lower self-esteem, marital satisfaction, family work satisfaction, and job satisfaction—two years later when their babies are 18months old. Stress in the parent–child relationship at 18 months postpartum compounds preexisting stress in other family domains to reduce well-being in other aspects of family life. Links among parenting stress, parenting quality, and children's adaptation to school lead to suggestions for preventive interventions early in the family life cycle.     

The relationship between students ’ perceptions of classroom environment and their academic achievement in Korea

The classroom has long been recognized as a critical milieu for students ’ educational achievement. The purpose of this study was to investigate the relationship between students ’ perceptions of classroom environment and their academic achievement in Korea. For this study, the Classroom Environment Scale (CES), developed by Moos and Trickett (1987), was revised and translated into Korean. The Korean Classroom Environment Scale (KCES), consisting of nine subscales, was used to measure the psychosocial characteristics of the classroom environment. The data was collected from May to June 2001 from a sample of 1,012 students in 10th and 11th grades at the same school district in Seoul, Korea. The results of ANOVA analysis of the data revealed that there were statistically significant differences in classroom environments according to students ’ school and classroom organizations. Additionally, the results of Pearson ’s simple correlation coefficient analysis showed that the seven subscales in the KCES (i.e., involvement, affiliation, competition, task orientation, order and organization, rule clarity, and teacher control) had a significant correlation with students ’ academic achievement. Furthermore, the results of multiple regression analysis revealed that the multiple correlation (R) between the KCES 9 subscales and students ’ academic achievement was 0.27. Based on these results, it was claimed that classroom environment was a good predictor of students ’ academic achievement.     

Readiness of teachers for change in schools

Theorizing on the role of teacher attitudes in change effectiveness, this study examined the predictive value of context (trust), process (social interaction, participative management and knowledge sharing) and outcome (job satisfaction and workload perception) variables for cognitive, emotional and intentional readiness of teachers for change. The study was designed as predictive correlational study. Data were collected from 1649 elementary teachers. Hierarchical linear regression analysis results indicated that background and context variables are weak predictors of readiness for change (RFC), while job outcome and process variables emerged as stronger predictors of RFC. The central role of job satisfaction and trust in predicting RFC suggests that readiness cannot be limited to times of change; rather, it is closely related to total experiences of teachers on their job. As a result, for a more effective management of teachers’ attitudes towards change leadership needs to hold a broader temporal and contextual understanding rather than demonstrating limited interventions during times of change.     

大学生未来取向与自尊的关系

采用青少年未来取向问卷和自尊量表（SES）对在校大学生的未来取向与自尊的关系进行了调查研究.结果发现：大学生的未来取向程度较高,对未来有着良好的认知、情感和意志行动;性别对大学生未来取向存在极其显著的影响,成长环境和本科院校层次对大学生未来取向没有影响;大学生的自尊水平较高,性别、成长环境和本科院校层次对大学生的自尊水平没有影响;大学生的未来取向与自尊之间存在显著的正相关.     

福建省高校体育教师工作满意度调查

采用文献资料法、访谈法、问卷调查法、数据统计法、对178位福建省高校体育教师进行调查,从中了解到福建高校体育教师工作满意度的现状及特点,结果表明:女教师的工作满意度高于男教师;不同年龄的高校体育教师工作满意度存在着显著差异;高学历者对工资待遇、工作压力和工作环境的满意度低于低学历者;工作满意度的高低与职称的高低成正比关系.     

Self-esteem scores among deaf college students: an examination of gender and parents' hearing status and signing ability

Overall, research studies of self-esteem and deafness yield inconsistent findings. Some studies indicate a higher incidence of low self-esteem among deaf individuals than among hearing individuals (Bat-Chava, 1994; Mulcahy, 1998; Schlesinger, 2000). Other findings suggest that one must examine this complex phenomenon more closely to understand how deafness influences self-concept and self-esteem (Bat-Chava, 2000; Emerton, 1998; Foster, 1998; Munoz-Baell & Ruiz, 2000; Stone, 1998). This study asked whether self-esteem scores are significantly different among deaf college students compared across groups based on gender and parents' hearing status and signing ability. The construct of self-esteem was measured by the Rosenberg Self-Esteem Scale, administered using an American Sign Language-translated videotape. Results revealed that gender, age, and the interaction of parent by gender were nonsignificant. However, respondents who had at least one deaf parent and signed scored significantly higher than those with hearing parents who could not sign and those with hearing parents who could sign. Overall, self-esteem scores for all respondents were high. Implications for further study are discussed.     

African American Counselor Educators' Job Satisfaction and Perceptions of Departmental Racial Climate

Forty‐eight African American counselor educators completed the Minnesota Satisfaction Questionnaire‐Short Form (D. J. Weiss, R. V. Dawis, G. W. England, & L. H. Lofquist, 1967), the Racial Climate Scale (R. J. Watts & R. T. Carter, 1991), and a biodata questionnaire. Results indicated that African American counselor educators' perceptions of departmental racial climate predicted their level of job satisfaction. However, African American counselor educators' job satisfaction was not related to their academic rank and tenure status. Implications for counselor education and future research are discussed.     

Who benefits? What benefits? Part-time postgraduate study in health and human services

Part-time postgraduate students make up a significant proportion of the student population, yet their experience remains poorly understood. In this article, a multi-phase, explanatory mixed-method study conducted within Tasmanian health and human services provides some answers. Students reported improved job performance, self-esteem and increased motivation to learn as primary outcomes. Other benefits of significance included an increased ability to manage change and increased job satisfaction. At the other end of the scale, fewer than half of all respondents agreed that part-time postgraduate study led to increased pay or remuneration, and only one-quarter of respondents believed their study led to improvements in personal relationships. There were significant associations between organisational placement and perceptions of benefit. The managers of those who were studying were less likely to perceive either increased job satisfaction or improved job performance in their subordinates. Amongst postgraduate, mature-age, part-time student respondents, their prior experience in higher education, professional background, seniority in the organisation, age and gender were also associated with differing perceptions of the benefits of higher education. These results add to the body of knowledge around the human, social and identity capital benefits associated with lifelong learning, and this study provides guidance for students, employers and universities.     

Principals’ self-efficacy: relations with job autonomy, job satisfaction, and contextual constraints

The purpose of the present study was to explore relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research.