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111.
112.
Diane Sookyoung Lee Amado M. Padilla 《International journal for the advancement of counseling》2016,38(1):48-60
This study investigated the adversity and coping experiences of 198 South Korean university students and takes a cultural lens in understanding how social and individual factors shape their happiness. Hierarchical linear regression analyses suggest that Korean students’ perceptions of social support significantly predicted their happiness, particularly in their closer social circles. Additionally, their happiness was significantly shaped by their beliefs in their abilities to overcome difficult experiences, but not by their beliefs in maintaining their relationships. Findings demonstrate the importance of better preparing close family and friends to recognize and respond to warning signs, as well as exploring ways to build students’ internal coping assets within family and peer group settings. 相似文献
113.
Roger A. Girard Stephen E. Radecki Robert C. Mendenhall Stephen Abrahamson John S. Lloyd 《Assessment & Evaluation in Higher Education》1982,7(3):269-288
The University of Southern California has conducted a series of 24 surveys of the professional activities of physicians and surgeons in the United States. The surveys encompass more than 10,000 respondents representing 65.8% of all practising physicians in the United States and its territories. Using a specially‐developed “log‐diary” recording instrument, these physicians reported data on the care they provided during hundreds of thousands of encounters with their patients. This article provides an exposition of the study's unique methodology, presents illustratative data for 5 of the 24 specialities surveyed (cardiology, family practice, general internal medicine, orthopaedic surgery and psychiatry), and discusses the study's relevance and implications for medical education. 相似文献
114.
The roles of person familiarity and parental involvement in 3.5-month-old infants' sensitivity to the dynamic emotion expressions of others were explored. In the home, parental facial/vocal expressions (happy, sad, angry) were videotaped, and measures of parent-infant involvement were obtained. In the laboratory, 32 infants alternately viewed their mother and father and an unfamiliar woman and man portraying expressions in an intermodal preference task. Infants looked differentially at mothers' expressions but not at those of fathers or unfamiliar adults. Examination of parent-child involvement patterns revealed significant relations with infants' sensitivity to expressions. Results suggest that person familiarity may facilitate infants' developing understanding of others' emotion expressions, and that individual differences in family dynamics may be relevant to infants' patterns of responding. 相似文献
115.
116.
Daniel Paquette René Carbonneau Diane Dubeau Marc Bigras Richard E. Tremblay 《European Journal of Psychology of Education - EJPE》2003,18(2):171-189
Three samples of francophone subjects from Quebec (Canada) are used to establish the prevalence of parent-child RTP according
to different personal, social and family variables, and to verify if children who engage in more RTP with their father exhibit
less physical aggression towards other children and are more competitive without resorting to aggression. Our results showed
that 24 to 43% of fathers engaged in RTP with their children on a daily basis, and only 4 to 16% of fathers never do. Moreover,
personal characteristics such as the age and sex of the participants seemed to have a greater influence on the frequency of
parent-child RTP than variables related for example to work, socio-economic conditions, or the living environment. The hypothesis
that children who engage in more RTP with their fathers display less physical aggression towards their peers is invalidated
here. We have concluded that it is important that not only RTP frequency, but also and especially indicators of RTP quality
be used. Future observational studies of father-child RTP are required in order to do so. Finally, certain preliminary results
support the hypothesis that father-child RTP fosters the development of the competition skills in children without using aggression. 相似文献
117.
Diane Reay 《Gender and education》2002,14(3):221-234
This article tells the story of a hard-working, well-behaved, poor, white, working-class boy trying to achieve academically in a 'sink' inner-city boys' comprehensive school, whilst simultaneously trying to maintain his standing within the male peer group culture. In doing so, it raises questions about the possibilities of bringing together white working-class masculinities with educational success in inner-city working-class schooling. It is argued that to combine the two generates heavy psychic costs, involving young men not only in an enormous amount of academic labour but also an intolerable burden of psychic reparative work. Shaun's narrative also suggests that the problem of 'failing boys' cannot be solved through school-based initiatives. Until social processes of male gender socialisation move away from the imperative of privileging the masculine and allow boys to stay in touch with their feminine qualities, the problem of 'failing boys' will remain despite the best efforts of teachers and researchers. 相似文献
118.
Diane Paul-Brown 《Annals of dyslexia》1988,38(1):193-207
It is now generally recognized that a language impairment in preschool children may be predictive of later linguistic, reading,
and academic difficulties. Language intervention procedures, derived from theoretically-based principles of language development
and implemented in a child’s regular classroom environment, may benefit children at risk for persistent language and learning
problems. This paper describes the development and application of individualized intervention procedures in a classroom for
preschool language-impaired children. The discussion focuses on selected language development principles which helped determine
the setting, timing, interactive participants, purpose, and content of the language intervention program. Resulting changes
in language comprehension and production are reported based on individual classroom performance as well as a comparison of
pre-and posttest scores for a range of comprehension skills.
A version of this paper was presented at the Annual Conference of the Orton Dyslexia Society, November 5, 1987, San Francisco. 相似文献
119.
Developmental Changes in Achievement Evaluation: Motivational Implications of Self-Other Differences 总被引:3,自引:0,他引:3
In order to explore the development of self-evaluative biases, children at 3 age levels (5–6, 7–8, 9–10) evaluated themselves or another child when given social or temporal comparison feedback. Evaluative biases were indicated by higher evaluations for the self than another, especially after failure. Children at different ages were not differentially responsive to temporal vs. social comparison information. However, evaluative bias in response to the type of evaluation differed by age; there was greater bias for general ability evaluations by older children and greater bias for specific performance evaluations by younger children. Alternative explanations for these self-other differences were minimized, as differences in visual orientation were held constant and differences in knowledge of effort were controlled statistically. Other aspects of the design as well as sex differences support a motivational interpretation of these biases. How these biases are manifested is related to children's level of understanding and concerns at different ages. 相似文献
120.
Rebecca Beaulieu-Bergeron Diane Morin 《International Journal of Disability, Development & Education》2016,63(5):514-528
Research suggests that attitudes of typically developing children towards intellectual disability (ID) play an important role in the social integration and acceptance of children with IDs. To date, however, few studies have investigated children’s attitudes towards ID. The primary objective of this study was to examine the cognitive, affective, and behavioural components of children’s attitudes towards ID. Thirty-nine (14 boys, 25 girls) fifth- and sixth-grade elementary school students participated in the study. Seven focus groups were created in five different schools. Results suggested that inaccurate beliefs and negative emotions regarding ID may contribute to social and school integration problems experienced by children with IDs. The findings of the present study could be useful for the development of education and awareness programs that promote the development of more positive attitudes towards ID. 相似文献