An intervention to improve sibling relationship quality among youth in foster care: Results of a randomized clinical trial

Sibling programming is an important part of a prevention framework, particularly for youth in foster care. After children are removed from their families and placed into foster care in the aftermath of maltreatment, the sibling relationship is often the most viable ongoing relationship available to the child, and may be critical to a youth’s sense of connection, emotional support, and continuity. The promise of dyadic sibling programming in particular rests on the ability of interventions to enhance the quality of sibling relationships; yet little research exists that suggests that sibling interventions can improve relationship quality among foster youth. The primary aim of the current study was to examine the effects of a specific dyadic sibling-focused intervention for older and younger siblings on sibling relationship quality. One hundred sixty four dyads (328 youth) participated in the study, with each dyad consisting of an older sibling between 11 and 15 years of age at baseline and a younger sibling separated in age by less than 4 years. Hierarchical linear models were applied to self-reported, observer-reported and observational data over the 18-month study period. Findings suggest that the sibling intervention holds promise for improving sibling relationship quality among youth in foster care. Implications and future directions for research are discussed.     

师生关系对农村儿童道德敏感性的影响:友谊质量的中介作用

为了探讨友谊质量在师生关系与农村儿童道德敏感性之间的中介作用,采用问卷法对870名农村儿童的道德敏感性、师生关系和友谊质量进行调查.结果 发现:(1)农村儿童的道德敏感性中,规范敏感性最高,责任敏感性最低;同时双亲打工留守儿童的人际敏感性显著低于单亲打工留守儿童.(2)师生关系中的亲密性、支持性、满意度以及儿童的友谊质...     

Teacher-student attachment relationship,variables associated,and measurement: A systematic review

This systematic review offers an overview of the results of research from the last 10 years concerning the teacher-student relationship and its connection with other attachment theory constructs and child development variables. An exhaustive search of Web of Science, SCOPUS, and PsycINFO was performed, finding a total of 24 studies that met the established eligibility criteria. The evidence accumulated between 2010 and 2020 suggests that: 1) early care experiences have an effect on the formation of new relationships at primary school, although it is possible that children will construct new mental representations based on interactions in day to day life, 2) at the level of the teacher's characteristics, attachment style and the availability towards children's needs seem to be associated with school adjustment and problematic behaviour in children, and 3) the quality of the teacher-student relationship is significantly associated with externalizing and internalizing behaviour, school liking, peer acceptance, academic performance, self-concept and emotional regulation in children. For its part, when evaluating the quality of the teacher-student relationship, STRS continues to be widely used to study the teacher's perspective. However, in recent years other measurement instruments have become available that explore the perspective of the student, most notably CARTS and SPARTS. Advances in the study of the teacher-student relationship as a bond with important implications for the development of children in the primary education stage are discussed.     

师生冲突:基于福柯的微观权力视角的分析

福柯研究现代权力从权力具有生产属性入手,着重于现代权力的具体与细节,属于微观视角的研究.师生关系蕴含着权力运作,现代权力具有的关系性、网络化、去主体、非中心等特征在师生权力互动中明显存在,既与传统权力形成矛盾,又因规训权力的泛滥成为师生冲突的诱因.微观权力理论为师生冲突的解决提供了两个方案:局部斗争和现代生存美学.     

A Chance Lost in the Prevention of School Dropout? Teacher-Student Relationships Mediate the Effect of Mental Health Problems on Noncompletion of Upper-Secondary School

There is increasing awareness of the challenges that young people who do not complete upper-secondary school may encounter. The aim of the current study was to investigate teacher-student relationship as a possible mechanism to reduce the associations between mental health problems, grades, and subsequent noncompletion. Mental health problems and teacher-student relationships were assessed through students’ self-reports in 10th grade, and linked with Norwegian registries of education and sociodemography (n?=?10,931). A dual-factor serial mediator model was specified, allowing the effect of mental health problems on school dropout to be mediated by the teacher-student relationship via school grades. Results indicated that teacher-student relationship is a potential mechanism to reduce the negative associations between mental health problems and later noncompletion. However, students with mental health problems seemed to experience less supportive teachers; therefore, interventions targeting teacher-student relationships may be required. The patterns were similar between genders.     

Teacher-student relationships as compensatory resources for aggressive children

This 2-year prospective investigation examined the association between the quality of teacher-student relationships and children's levels of aggression in a sample of 140 second- and third-grade aggressive children (M age = 8.18). Consistent with the proposed dual-risk compensatory hypothesis, positive teacher-student relationships were more beneficial for aggressive African American and Hispanic children than for aggressive Caucasian children. Data did not support a moderating effect of negative parent-child relationship quality on the association between supportive teacher-student relationships and aggression. Findings underscore the importance of recruiting and preparing teachers capable of establishing supportive relationships with aggressive African American and Hispanic children. Results also suggest the need for multiple reporters of relationship quality in future research.     

Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children

Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.     

基于大学英语学习平台的师生交互质量研究

师生交互是教学过程中的最重要因素之一,对于教学质量的高低具有直接的相关性。本文在梳理国内外已有研究的基础上,引入模糊数学的相关理念,克服单纯的质性分析,力求对师生交互质量进行量化评价。研究结果表明,师生关系、教学策略的选用、师生信息素养水平等均对师生交互质量有直接的影响。     

Commentary: New Directions in Developmentally Informed Intervention Research for Vulnerable Populations

This special section of Child Development brings together experts in developmental science and intervention research to incorporate current evidence on resilience for vulnerable populations and give concrete suggestions for action and research. This commentary synthesizes the contributions of the articles, noting themes such as simultaneous attention to multiple risk, protective, and promotive processes; integrating new principles from clinical and therapeutic interventions; and adapting intervention approaches for new populations. It then describes additional directions for interventions to maximize resilience, including approaches that address social psychological processes, issues related to demographic and other forms of diversity, policy‐related individual behaviors, and sequenced interventions across the life span. It also gives suggestions for integrating implementation science on expansion and scale with behavioral intervention science.     

构建和谐课堂 提高教学质量

构建和谐校园,要从构建和谐的课堂开始.课堂教学是学校教学工作的基本形式,课堂的环境将直接影响教学质量.和谐课堂的构建对于营造良好的教学氛围,提高教学质量,培养高素质的人才具有十分重要的意义.构建和谐课堂应从构建和谐的师生关系、构建和谐的教学方法、构建和谐的教学言语等方面入手.     

How Can Genetically Informed Research Help Inform the Next Generation of Interparental and Parenting Interventions?

There is robust evidence that the interparental relationship and parenting behaviors each have a significant influence on children's risk for emotional (internalizing) and behavioral (externalizing) problems. Indeed, interventions targeting the interparental relationship and parenting processes show significant intervention‐related reductions in child internalizing and externalizing problems. However, most evidence‐based parenting‐ and couple‐focused interventions result in small to medium effects on children's emotional and behavior problems. It is proposed that there is opportunity to improve upon these interventions through incorporation of knowledge from quantitative genetic research. Three core recommendations are provided for practitioners engaging in intervention work with children and families. These recommendations are contextualized relative to what quantitative genetic studies can tell us about the role of the interparental relationship and parenting behaviors on child outcomes.     

中等师范学校师生关系现状调查与分析

师生关系作为学校中最基本的人际关系，直接关系到学生成长和教育质量。建立平等、民主、和谐的新型师生关系是师生共同的愿望，也是教育改革的需要。通过对目前中等师范学校师生关系现状的调查分析，发现中师学校师生关系的主流是好的，但也确实存在教师的民主意识欠缺、师生之间交往不多、师生情感距离扩大等一些不能回避的问题。为此。我们提出建立良好的新型师生关系的途径应是：教师要积极通过各种形式和渠道，增进学生的信任感；学生也要严格要求自己，尊重、理解教师；学校应营造良好的教学环境，创设宽松、和谐的教学气氛。     

Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review

Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem‐solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in‐depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real‐world connections differ. Implications for research and practice are discussed.     

构建高校新型师生关系的基本途径

高校师生关系是一种多因素、多型态、多维结构的关系体系。师生双方不仅具有知识、地位、层次上的差异性,而且存在情感和期待的互动以及评价标准冲突等特点。构建新型师生关系的四个基本途径是：更新教育观念,坚持教育民主;提升师生素质,践行道德规范;促进师生交往,倡导师生和谐;健全教育法制,规范师生行为。     

论高校师生关系的重构及其现实意蕴

高校师生关系的融洽与否直接影响到教育教学效果。近年来，我国高等教育大众化进程中由于生师比的居高不下、社会异化、师生定位不准及认同感的普遍缺失导致师生关系冷漠、疏远、世俗化、对抗甚至暴力倾向，都急切呼唤师生双方应极力寻求一种相互认同，通过换位思考来重构新型的师生关系，力求“育”的深化和升华。     

云南少数民族地区中小学师生关系状况调查

选取云南少数民族地区学校布局调整、集中办学后的14所寄宿制中小学10余种少数民族共739名的中小学生为研究对象,采用中小学师生关系量表,主要从学生所处地域、性别、民族、年级等方面,针对学生与教师相处过程中行为困扰问题的程度进行研究。结果发现,(1)情感距离是影响师生关系的主要因素。(2)不同区域、性别和年级在师生关系的影响方面存在显著差异。(3)师生间对地位关系,不同学生认识不一致。     

中学生的学校人际关系特点及其与社会适应的关系

采用问卷法研究了1791名不同年级、性别、学校类型中学生师生关系与友谊质量的特点,结合同伴特征和问题行为分析了学校氛围对中学生学校人际关系的影响,并探讨了中学生学校人际关系与社会适应的关系。结果发现：（1）中学生的师生关系总体上重点校好于非重点校,初一、高一好于高二,在亲密性和支持性维度上,年级与学校类型、年级与性别的交互作用显著;（2）中学生的友谊质量总体上重点校好于非重点校,高一、初一略好于初二,女生好于男生,学校类型与年级的交互作用显著;（3）重点校拥有不良同伴的学生和问题行为较多的学生比例均显著少于非重点校;（4）师生关系与友谊质量各维度可以预测中学生社会适应过程中的自我肯定、自我烦扰和社会疏离感。     

Extending Curriculum‐based Assessment to Early Writing

Early writing interventions can help students develop the writing skills they need to experience positive educational and postsecondary outcomes, but effective intervention requires instructionally relevant assessment data. Shapiro's curriculum‐based assessment (CBA) model integrates related yet distinct CBA approaches into a model that informs intervention. Extending this model to early writing poses challenges only recently addressed by research. On the basis of a review of relevant early writing research, this article outlines an instructionally relevant assessment model for early writing. Within the proposed model, the instructional hierarchy is suggested to directly connect early writing assessment with intervention. A discussion of potential limitations as well as future directions for research is included.     

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed.     

Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis

Abstract

The crucial role of teacher-student relationships has been reported in many studies. Yet, how teacher-student relationships develop from moment-to-moment interactions during lessons remains understudied. The present study combined insights from interpersonal theory and dynamic systems approaches to study indices of interpersonal content and structure in teacher-student interactions and their association with the teacher’s interpersonal style. We found that moment-to-moment teacher behavior was indeed related to student perceptions of the teacher’s interpersonal style. Indices of variability (structure) in interactions discriminated between teachers with less preferred and more preferred interpersonal styles, while, contrary to earlier research, the indicator of predictableness of interactions could not. Results are discussed considering the expectations, and suggestions made for future research and practice.