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1.
Loneliness and Peer Relations in Young Children 总被引:13,自引:0,他引:13
Recent studies indicate that feelings of loneliness and social dissatisfaction can be reliably assessed with third- through sixth-grade children, and that children who are sociometrically rejected by their peers are significantly more lonely than other children. The present research was designed (a) to examine whether loneliness could be reliably assessed in a population younger than previously studied, (b) to learn whether young children who are poorly accepted by peers report elevated levels of loneliness and social dissatisfaction, (c) to assess whether young children understand the concept of loneliness, and (d) to examine the behavioral characteristics of lonely young children. Kindergarten and first-grade children (N = 440) responded to a questionnaire about feelings of loneliness and social dissatisfaction in school. A subset of children (N = 46) were individually interviewed to assess their understanding of loneliness. To assess sociometric status and behavior, peers were asked to respond to various sociometric measures and behavioral assessment items. Teachers also provided behavioral information about children using a newly developed instrument. Results indicated that nearly all children understood loneliness, that loneliness was reliably assessed in young children, and that poorly accepted children were more lonely than other children. In addition, children who reported the most loneliness were found to differ from others on several behavioral dimensions. 相似文献
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Asher Shkedi 《The Teacher Educator》2013,48(2):116-133
Abstract This study explores the potential of the case method in teacher professional development. In the course of this study, the authors exposed experienced teachers to a case and attempted to characterize the “dialogue” that took place between each teacher and the case. The data were collected from interviews with 41 Israeli teachers. All of the teachers found the language of the case to be communicative, and the overwhelming majority viewed this method of presenting teaching knowledge as respectable and credible. On the other hand, most of the teachers did not grasp all of the reflective characteristics of the case and basically examined the case according to their own “personal stories,” ignoring other layers and aspects of the case. 相似文献
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Many of our cognitive and metacognitive judgments are based on sheer subjective experience. Subjective experience, however,
may be contaminated by irrelevant factors, resulting in biased judgments. Under certain conditions people exert a metacognitive
correction process to remedy such biased judgments. In this study we examine the proposition that even after a judgment has
been corrected to avoid the biasing effects on subjective experience, subjective experience itself remains biased. We asked
participants to judge the difficulty of anagrams for others. When they were aware of having been exposed to the solutions
of some of the anagrams, they corrected their difficulty judgments for these anagrams. Despite this correction, their speeded
choices in a subsequent task disclosed their biased subjective experience that these anagrams were easier to solve. Implications
for the study of metacognition and for the educational domain are discussed.
相似文献
Ravit NussinsonEmail: |
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Previous studies have demonstrated that children's goals are associated with their success in peer relationships. The current study extends earlier findings by examining changes in children's goals during hypothetical conflicts. Participants were 252 children ages 9 to 12 years old (133 boys, 119 girls). As predicted, children's goals changed significantly when they encountered obstacles to conflict resolution, and these changes were predictive of their subsequent strategy choices. Both aggressive- and submissive-rejected children were more likely to evidence antisocial changes in their goals, including an increased desire to retaliate. They also showed reluctance to forego instrumental objectives. Other findings highlighted the need to investigate the combinations of goals children pursue as predictors of their strategies and the quality of their peer relationships. 相似文献
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In this study, the prevailing view that girls are pervasively more skilled in their friendships than boys was challenged by examining whether girls respond more negatively than boys when a friend violates core friendship expectations. Fourth- and fifth-grade children (n = 267) responded to vignettes depicting transgressions involving a friend's betrayal, unreliability, or failure to provide support or help. Results indicated that girls were more troubled by the transgressions, more strongly endorsed various types of negative relationship interpretations of the friend's actions, and reported more anger and sadness than did boys. Girls also endorsed revenge goals and aggressive strategies just as much as boys. These findings lead to a more complex view of boys' and girls' friendship competencies. 相似文献
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