大学生就业焦虑与父母教养方式、自我概念之关系

在对286名大学生进行问卷调查的基础上,采用独立样本t检验、相关分析和结构方程模型等方法,探讨大学生就业焦虑的基本状况及其与父母教养方式、自我概念间的关系.结果表明：大学生就业焦虑在性别和是否独生子女上没有显著差异;父母教养方式对大学生就业焦虑不存在直接影响,而是以自我概念为中介产生间接影响.父母教养方式和自我概念对就业前景担忧和自信心不足2个因子的影响高于对缺乏就业支持和就业竞争压力2个因子的影响.     

Evaluating the impact of Pyramid for Parents courses in North Town in 2009/10: listening to the views of mothers and fathers of primary school children

Nine Children’s Services Department Pyramid for Parents courses were attended by a total of 68 parents whose children attend primary schools in North Town. The evaluation gave particular emphasis to the views of 45 mothers and 13 fathers who contributed to semi-structured discussions about what they hoped to gain from participation and whether and how the course had contributed to improvements in interactions with their children. Qualitative data are augmented by ‘before’ and ‘after’ data from Rosenburg Self-Esteem measures and a variety of internal documents. Parents agreed to attend courses, usually at the suggestion of and with encouragement from professionals. Several had current involvement from children’s social care and some were involved in care proceedings. The programme was funded through the Beacon Healthy Schools Peer Parenting Support Project and was one of seven projects being evaluated. The qualitative data suggest very high levels of satisfaction with the course, facilitators and immediate outcomes. Rosenburg Self-Esteem data indicate an increase in self-esteem amongst a majority of participants. Overall, the findings suggest that Pyramid for Parents provided a beneficial resource for these parents. They welcomed its flexibility and highlighted the importance of appropriate styles of facilitation and of support from other participants.     

Instituciones,servicios, centros

Abstract

The present research was conducted to explore the relationship between bullying and parenting styles in an incidental sample of 626 high school students (49.7% girls). The information was collected by means of a self-report questionnaire that contained two instruments: European Bullying Intervention Project Questionnaire and Scale for the assessment of the parenting styles of mothers and fathers of adolescents. The results show statistically significant differences in the perception of parenting styles between the students involved and not involved in bullying and between the different kinds of involvement. Different dimensions of parenting styles are also categorized as being risk or protective factors of bullying involvement. In agreement with the previous research, we have specifically found that perception of parenting styles (especially behavioural control and affection and communication) is significantly related to bullying involvement, especially regarding the role of aggressor.     

中学生自我导向学习与父母教养方式的关系

采用父母教养方式评定量表（EMBU）和中学生自我导向学习倾向性量表,探讨父母教养方式对中学生自我导向学习的影响。结果显示,父母的情感温暖对中学生消极学习和有效学习具有显著性影响,特别是父亲的情感温暖对中学生主动学习、喜爱学习和开放学习具有显著影响;母亲的情感温暖因子可以有效地预测中学生的主动学习、有效学习、喜爱学习、开放学习和终身学习;父亲的过度干涉对中学生消极学习有显著影响。     

Information Giving and Education in Pregnancy: A Review of Qualitative Studies

Studies of childbirth education have universally failed to take into account the quality of the education provided to women and their families and whether its style of delivery meets women''s preferences and needs. The present study sought to determine which educational approaches are most welcomed by women and most helpful to them in learning about labor, birth, and early parenting. A systematic survey of peer-reviewed studies on antenatal education, published in English from 1996–2006 and which sought women''s views and experiences, was conducted. Findings confirm women''s preference for a small-group learning environment in which they can talk to each other as well as the educator and can relate information to their individual circumstances.     

家长的教养方式探析

家长的教养方式是影响孩子成长的重要因素之一。孩子的人格塑造、角色培养、良好品质养成等都源于家庭的教育和培养,选择恰当的教养方式是家长智慧的集中体现。通过对教养方式的意义及其特征、家长教养方式的类型、影响家长教养方式的因素的全面分析,旨在为家庭教育的发展提供一定的理论。     

The Fastest Humans on Earth: Environmental Surroundings and Family Influences That Spark Talent Development in Olympic Speed Skaters

This qualitative research study addressed this question: What influence did early environmental surroundings and family have on the talent development of a cohort of American speed skaters who each competed in four Olympic Games during the 1980s and 1990s? The skaters were Bonnie Blair, Dave Cruikshank, and Dan Jansen. Independent interviews with each skater uncovered rich and unique stories with common threads. Regarding environmental surroundings, all hailed from communities in the Midwest with a rich skating tradition, an oversized hockey rink or 400-m oval, a large skating club, and strong coaches and teammates. In addition, all gravitated to Milwaukee, a speed skating Mecca with ideal training facilities, where they crossed and joined paths. Regarding family, all were born into skating or athletic families and were raised by supportive and guiding parents who were involved but not pushy. Siblings also played an influential role for Blair and Jansen, who were the youngest behind long lines of brothers and sisters who were also talented skaters and who paved the way for their youngest siblings.     

Parental involvement and Chinese elementary students’ achievement goals: the moderating role of parenting style

Past research has revealed direct effects of parental involvement and parenting style on children’s achievement goals separately, however, it is necessary to investigate the interactive mechanism in an integrated way. This study examined the relations between children’s perception of different dimensions of parental involvement (i.e. home-based involvement, school-based involvement and academic socialisation) and their achievement goals, and the moderating role of parenting style (i.e. parental autonomy support vs. psychological control). Participants were 614 Chinese fourth and fifth grades students. Results showed that home-based involvement was positively associated with performance-approach goals, school-based involvement was positively associated with mastery goals, and academic socialisation was positively associated with both mastery and performance-approach goals. Parental psychological control moderated the relationships between performance-approach goals and two types of parental involvement: Academic socialisation and home-based involvement. These findings underscored the need of taking a multidimensional approach in conceptualising parental involvement, and that parental involvement should be expressed in an appropriate context of parenting style.     

Early growth trajectories of children's approaches to learning: The contribution of parent and family characteristics

Children's approaches to learning (AtL) has been identified in research and policy as a key domain of children's school readiness. However, relatively little is known about the child and family factors that shape early AtL, how it varies in the general population, or how it develops and changes through the early years of schooling. This exploratory study examined the growth of children's AtL over six occasions spanning kindergarten through second grade in the Early Childhood Longitudinal Survey (ECLS‐K) class of 2010–2011 as predicted by parenting and family characteristics. Latent classes of AtL growth were identified through growth mixture modeling and regressed onto explanatory covariates to uncover patterns and sources of variation in children's AtL. Results revealed higher and lower AtL growth classes significantly associated with demographic and parenting variables measured in kindergarten. In particular, sex (male) and poverty were associated with lower AtL trajectories, whereas the presence of both biological parents in the household and parent involvement at school and at home predicted membership in the higher AtL group. Implications of these findings for further clarification and exploration of AtL as a construct are discussed.     

Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate

The present study investigated whether the classroom social climate varies between lessons. Specifically, the within- and across-lesson associations of coercive and supportive teacher behaviour incidents with the classroom social climate were studied. Participants in the study were 48 Dutch secondary school teachers and their classes, that is, 1208 students. Multilevel process analyses showed that supportive behaviour incidents correlated with a positive social climate during the current lesson and the lesson a week later in terms of teacher interpersonal proximity. Supportive behaviour incidents did not, however, correlate with social climate in terms of teacher interpersonal influence. Coercive behaviour incidents correlated with disrupted teacher proximity during the current lesson and the lesson a week later, but did not virtually correlate to increased levels of a teacher’s influence in the classroom.