论当前中等职业学校德育工作的转变

随着经济全球化和社会主义市场经济的深入、完善,学校德育工作带面临新的机遇与挑战。如何应对多元文化和多元价值取向思想给中等职业学校德育带来的影响,加强和改进学校德育工作成为一个重大的理论与实践课题。     

大学生健康情绪的培养

健康情绪对大学生的成长与成才极其重要，本文阐述了大学生健康情绪的标准，健康情绪对大学生的影响，以及维持和增进大学生健康情绪的方法。     

Child protection workers dealing with child abuse: The contribution of personal,social and organizational resources to secondary traumatization

The present study compared secondary traumatization among child protection social workers versus social workers employed at social service departments. In addition, based on Conservation of Resources (COR) theory, the study examined the contribution of working in the field of child protection as well as the contribution of background variables, personal resources (mastery), and resources in the workers’ social and organizational environment (social support, effectiveness of supervision, and role stress) to secondary traumatization. The findings indicate that levels of mastery and years of work experience contributed negatively to secondary traumatization, whereas exposure to child maltreatment, trauma history, and role stress contributed positively to secondary traumatization. However, no significant contribution was found for social support and effectiveness of supervision. The study identifies factors that can prevent distress among professionals such as child protection workers, who are exposed to the trauma of child abuse victims. Recommendations are provided accordingly.     

Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement

Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.     

What factors increase Dutch child health care professionals’ adherence to a national guideline on preventing child abuse and neglect?

Guidelines to support health care professionals in early detection of, and responses to, suspected Child Abuse and Neglect (CAN) have become increasingly widely available. Yet little is known about professionals’ adherence to these guidelines or the determinants that affect their uptake. This study used a cross-sectional design to assess the adherence of Dutch Child Health Care (CHC) professionals to seven key activities described in a national guideline on preventing CAN. This study also examined the presence and strengths of determinants of guideline adherence. Online questionnaires were filled in between May and July 2013 by 164 CHC professionals. Adherence was defined as the extent to which professionals performed each of seven key activities when they suspected CAN. Thirty-three determinants were measured in relation to the guideline, the health professional, the organisational context and the socio-political context. Bivariate and multivariate regression analyses tested associations between determinants and guideline adherence. Most of the responding CHC professionals were aware of the guideline and its content (83.7%). Self-reported rates of full adherence varied between 19.5% and 42.7%. Stronger habit to use the guideline was the only determinant associated with higher adherence rates in the multivariate analysis. Understanding guideline adherence and associated determinants is essential for developing implementation strategies that can stimulate adherence. Although CHC professionals in this sample were aware of the guideline, they did not always adhere to its key recommended activities. To increase adherence, tailored interventions should primarily focus on enhancing habit strength.     

Bad boys,good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers

Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.     

Understanding how social worker compassion fatigue and years of experience shape custodial decisions

BackgroundCompassion fatigue (i.e., a worker’s diminished ability to empathize with clients) is common among “helping workers” and can result in psychological detachment from clients as a coping mechanism.ObjectiveIn the present research, we explored the relationship between social workers’ compassion fatigue and years of job experience on hypothetical child custody case judgments.Participants and settingIn two separate studies, individuals with experience working with children in child dependency court (predominantly social workers, Study 1: N = 173, Study 2: N = 119) were recruited on Amazon’s Mechanical Turk and read a vignette depicting a mother attempting to regain custody.ResultsSupporting hypotheses, compassion fatigue significantly mediated the relationship between increased years of social worker job experience on recommendations that a neglectful mother receive custody, Indirect Effect = .06, CIs [.026, .127] (Study 1). We also found preliminary support for our hypothesized theoretically derived serial path model, in which (a) social worker compassion fatigue predicts anticipated secondary traumatic stress associated with the child neglect case, B = .54, p = .0001; (b) secondary traumatic stress predicts detachment from the neglected child, B = .27, p = .0003; (c) detachment from the child predicts job efficacy cynicism B = .65, p < .0001; and (d) job efficacy cynicism predicts decisions to allocate custody to the neglectful mother, B = .46, p = .005 (Study 2).ConclusionOur research shows that compassion fatigue among social workers may change the lens through which they perceive cases of child abuse.     

The impact of immediate test score reporting on university students' achievement emotions in the context of computer-based multiple-choice exams

Test-taking is an emotion-laden event for many students. Typically, negative emotions are highest at the start of an examination and are replaced by positive emotions as the exam progresses. The impact of computer-based testing and immediate score reporting on students' emotions has not been examined. In Study 1, we evaluated university students’ emotions at the end of a computer-based exam and found positive emotions more strongly endorsed than negative. In Study 2, we replicated this finding and used a quasi-experimental pre-post design to examine how emotions changed in response to real examination scores. Exam scores presented immediately had significant positive effects on relief, pride, and hope and negative effects on anxiety and shame even after controlling for the corresponding emotion at the end of the exam. The one exception was anger, which was not impacted by examination score. No interaction effects were found.     

Private secondary schools in Indonesia: What is driving the demand?

Despite recent evidence that students in public schools significantly outperform their private school counterparts, private schooling continues to account for approximately 40% of secondary school enrolments in Indonesia. In an effort to explain this sustained demand, we combine analyses of PISA data with in-country interviews and school visits. Ultimately, we find that although government dependent private schools are underfunded with a high proportion of uncertified, underpaid teachers (with limited access to training and professional development), demand remains high due to their focus on religious training and education, as well as their ability to increase educational access for low-income families.     

Media's influence on immigration attitudes: An intergroup threat theory approach

The current study tests the influence of threatening-mediated intergroup contact on intergroup relations. A 2 (Immigration: Threat, No-threat) × 2 (Ingroup Group Exemplar: Present, Absent)?+?1 (Control Condition) experimental design was used to examine both the direct and indirect influence of news exposure on attitudes toward immigration. The moderating role of previous local news consumption was also investigated. Results indicate that exposure to a threatening news story about immigration directly affected attitudes toward immigrants’ human rights, but not attitudes toward immigration policy. News exposure also indirectly influenced both types of immigration attitudes through feelings of intergroup anxiety, particularly for heavy news consumers. The discussion highlights the implications for both intergroup threat theory and cultivation research.