scholarly journals Social Interactions between Teachers and Students: A Study Addressing Associations and Predictions

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Marília Mariano ◽  
Alessandra Turini Bolsoni-Silva
Keyword(s):  
Public Schools ◽  
Social Skills ◽  
Behavior Problems ◽  
Protective Factor ◽  
Structured Interview ◽  
Educational Practices ◽  
Clinical Indicators ◽  
Predictive Values ◽  
Teachers And Students ◽  
And Gender

Abstract Interactions between teachers and students impact children’s academic and social learning. This study’s objective was to identify associations and predictions between variables concerning social educational skills, negative educational practices, behavior problems and the social skills of students differentiated by schooling, clinical indicators of behavior problems, and gender. A total of 283 children and their teachers from the public schools participated in the study, who answered questionnaires and participated in a semi-structured interview. Correlation and regression statistical analysis were performed. All the groups presented positive correlations between social educational skills, children’s social skills, negative educational practices, and behavior problems. Behavior problems and social skills presented predictive values among preschoolers. The aforementioned variables, together with positive and negative educational practices, presented predictive values among school children. The conclusion is that teachers can be a protective factor for children’s development, but this requires planning.

scholarly journals Sex and gender differences in tobacco smoking among adolescents in French secondary schools

2016 ◽  
Vol 70 (3) ◽  
Author(s):  
S. Kalaboka ◽  
J.P. Piau ◽  
G. King ◽  
D. Moreau ◽  
M. Choquet ◽  
...  
Keyword(s):  
Public Schools ◽  
Alcohol Consumption ◽  
Tobacco Smoking ◽  
Protective Factor ◽  
Smoking Behaviour ◽  
Influential Factors ◽  
Sex And Gender ◽  
Regular Smoker ◽  
Occasional Smoker ◽  
And Gender

Aim. We investigated the relationship between sex (genetic/biological) and gender (environmental/ cultural) factors in relation to adolescent tobacco smoking. Methods. A representative sample of 11,582 students from French secondary public schools participated in the study by completing a self-administered, standardised questionnaire. Results. Using the WHO classification for smoking in the youth, 15.6% of the adolescents were regular smokers, 7.7% occasional smokers, 17.9% experimental smokers and 4.8% ex-smokers, with no statistically significant gender difference. Taking non-smoking as a reference, puberty had a much greater effect on the likelihood of being a regular smoker [OR=18.0 (95% Confidence Interval: 9.6- 32)] than of being an experimental/occasional smoker [OR=3.7 (2.9-4.6)] among girls. For boys, the effect of puberty was not as great [OR=4.7 (3.5-6.5)] for regular vs. [OR=2.1 (1.8-2.5)] for experimental/occasional smokers). Similarly, illicit drug use had a larger effect on the likelihood of being regular smoker vs. non-smoker [OR=15.0 (12.0-20.0) in boys and 12 (8.8-16.0) in girls] than of being experimental/occasional smoker vs. a non-smoker [OR=4.8 (3.7-6.1) and 2.9 (2.1-3.9) respectively]. Other factors related to regular smoking were exposure to passive smoking and regular alcohol consumption. Living with both parents was a protective factor for life and regular smoking in both genders. Conclusions. Our results show that influential factors of sex-related (puberty), gender-specific (environmental tobacco smoking, alcohol consumption, drug abuse) or sex/gender (regular sexual intercourse) are related to the smoking behaviour in French adolescents.

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

scholarly journals Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 545-557
Author(s):  
Anaísa Leal Barbosa Abrahão ◽  
Luciana Carla dos Santos Elias
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Reference Sample ◽  
Academic Competence ◽  
Family Resources ◽  
Students With Adhd

Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.

Queer Studies in Education

2018 ◽  
Author(s):  
Jennifer C. Ingrey
Keyword(s):  
Queer Theory ◽  
Queer Studies ◽  
Educational Practices ◽  
Secondary Schooling ◽  
Sexuality And Gender ◽  
The Future ◽  
Teachers And Students ◽  
Identity Category ◽  
And Gender

A survey of key contributors and theoretical tensions in the applications of queer studies in education is purposefully partial namely because of the impartiality embedded in the nature of ‘queer’, a verb whose action unsettles, dismantles and interrogates systems of normalization, beginning with heteronormativity and heterosexism. Queer theory emerged in the 1990s before influencing education, including both elementary and secondary schooling; however, queer is complex in that it involves the signifier or signified term: it is both the integration of queer content in curriculum as well as the practice of queering educational practices (i.e., curriculum, pedagogy and practice). The queering of pedagogy involves the queering of the educational subject, both teachers and students. In such a survey of queer in education, the ontological groundings for queer are important to consider given the paradoxical nature of queer to unpack and unsettle whilst maintaining its hold on an identity category in order to do its unsettling work. Indeed, the consequent recognition of the subjecthood of queer in educational contexts is a significant note in this attention to queer’s application in education. Queer also moves beyond not only an inclusion of queer content, but also exceeds queer sexualities to cohere and contrast with trans-infused approaches. Queer theory considers that the future of queer may well exceed beyond sexuality and gender altogether to become a practice of unsettling or critique more generally. Its continuity in education studies as well as its potentially impending expiration are concerns of scholars in the field.

scholarly journals The relations between teacher-child closeness and conflict in preschool and children’s outcomes in kindergarten

2021 ◽  
Author(s):  
Tanya Maria Paes ◽  
Robert Duncan ◽  
David J. Purpura ◽  
Sara Schmitt
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Parent Education ◽  
Parental Education ◽  
Protective Factor ◽  
Future Research ◽  
Children's Behavior ◽  
Child Relationship ◽  
And Behavior ◽  
Children’S Behavior Problems

This is a preprint of a study that examined the relations between closeness and conflict in the teacher-child relationship in preschool and children’s behavior problems, social skills, and executive function (EF) in kindergarten, and examined if these relations are moderated by parental education. The study also explored associations between teacher-child closeness and conflict and the subscales of children’s behavior problems and social skills. The sample consisted of 126 preschool children (M = 56.70 months, SD = 3.89). Regression analyses revealed that teacher-child conflict was related to poorer social skills in children, specifically lower assertion, lower engagement, and lower cooperation. Additionally, as conflict in the teacher-child relationship increased, EF decreased for children whose parents have a lower level of education. There was also a marginally significant moderator of the relation between teacher-child closeness and behavior problems where high parent education served as a protective factor for low levels of teacher-child closeness. Implications for future research are discussed.

scholarly journals Problems and proposed solutions faced by Syrian students in the educational process in Turkey

2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Fatma Hallaçlı ◽  
İbrahim Gül
Keyword(s):  
Public Schools ◽  
School Administrators ◽  
Human Life ◽  
Structured Interview ◽  
Educational Process ◽  
Case Study Method ◽  
Teachers And Students ◽  
And Migration ◽  
Education Process

War and migration is a traumatic situation that affects human life. Many Syrians had to migrate to our country due to the negativities experienced in Syria. Children are among the most affected by migrations. In this study, the problems encountered by Syrian students in the education process are discussed. The case study method was used in this qualitative research. The study group of the research consists of school administrators, teachers and Syrian students from public schools in Altındağ district, Ankara. A triple comparison was made in order to reveal the problem of the study exactly. Semi-structured interview form was used in the research. Descriptive and content analysis methods were used to analyze the collected data. According to the findings obtained from the research, According to the findings obtained from the research, it was stated that Syrian students experienced absenteeism, communication, violence and adaptation problems, various complaints came from families, and the curriculum did not meet the needs of students. Most of these problems were mentioned repeatedly by teachers and students. Administrators and teachers have developed some suggestions for solving the problems.   Özet   Savaş ve göç, insan hayatını etkileyen travmatik bir durumdur. Suriye’de yaşanan olumsuzluklar nedeniyle ülkemize birçok Suriyeli göç etmek zorunda kalmıştır. Göçten en çok etkilenenler arasında çocuklar yer almaktadır. Bu çalışmada Suriyeli öğrencilerin eğitim sürecinde karşılaştıkları sorunlar ele alınmıştır. Nitel bir çalışma olan bu araştırmada durum çalışması yöntemi kullanılmıştır. Araştırmanın çalışma grubunu Ankara ili Altındağ ilçesinde kamu okullarında çalışan okul yöneticileri, öğretmenler ve Suriyeli öğrenciler oluşturmaktadır. Araştırmanın sorununu doğru bir şekilde ortaya koymak için üçlü bir karşılaştırma yapılmıştır. Araştırmada yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen verilerin çözümlenmesinde betimsel ve içerik analizi yöntemlerinden yararlanılmıştır. Aratırmadan elde edilen bulgulara göre, Suriyeli öğrencilerin devamsızlık, iletişim, şiddet ve uyum sorunları yaşandığı, ailelerden çeşitli şikayetler geldiği, müfredat programının öğrencilerin ihtiyaçlarına cevap vermediği dile getirilmiştir. Bu sorunların çoğunluğu öğretmen ve öğrenciler tarafından tekrarlanarak dile getirilmiştir. Yönetici ve öğretmenler sorunların çözümüne yönelik bazı öneriler geliştirmişlerdir.

Career pursuit pathways among emerging adult men and women

2014 ◽  
Vol 39 (1) ◽  
pp. 9-19 ◽  
Author(s):  
Shmuel Shulman ◽  
Tamuz Barr ◽  
Yaara Livneh ◽  
Jari-Erik Nurmi ◽  
Kati Vasalampi ◽  
...  
Keyword(s):  
Emerging Adults ◽  
Protective Factor ◽  
Educational Status ◽  
Well Being ◽  
Structured Interview ◽  
Educational Goals ◽  
Maternal Support ◽  
Adult Men ◽  
Career Pursuit ◽  
And Gender

The present study examined career pursuit pathways in 100 Israeli emerging adults (54 men) who were followed from age 22 to 29. Employing a semi-structured interview at the age of 29, participants were asked about current work and educational status, work and educational goals and status changes in recent years, and to reflect on the meaning of the processes they followed. Analyses of interviews yielded four distinctive career pursuit pathways that were associated with different levels of concurrent well-being: Consistent Pursuit, Adapted Pursuit, Survivors, and Confused/Vague. Self-criticism, efficacy, and level of motivation measured seven years earlier predicted pathway affiliation at 29. In addition, paternal support was found to serve as a protective factor associated with adaptive career pursuit. Gender differences were found, with women more likely to be affiliated with the less adapted pathways. In addition, paternal and maternal support were differently associated with career pathways. By employing this mixed-method approach, the findings demonstrate the diversity, and gender-related nature, of career pursuit and development pathways during emerging adulthood, and indicate the importance of personality and both paternal and maternal support in the process of career development.

scholarly journals Educational Social Skills and Repertoire of Children Differentiated by Behavior and Sex

2020 ◽  
Vol 30 ◽  
Author(s):  
Rafaela Pires Assis-Fernandes ◽  
Alessandra Turini Bolsoni-Silva
Keyword(s):  
Depressive Symptoms ◽  
Social Skills ◽  
Behavior Problems ◽  
Maternal Anxiety ◽  
Anxiety And Depression ◽  
Educational Practices ◽  
Clinical Group ◽  
Maternal Depressive Symptoms ◽  
Behavioral Repertoire ◽  
Children's Behaviors

Abstract Our study sought to compare mothers’ behavioral repertoire (educational social skills and negative practices) and maternal anxiety and depression indicators with children’s behaviors (behavior problems and social skills), by assessing the variables “sex” (boys and girls) and “occurrence of behavior problems”. The sample consisted of 20 children with behavior problems (clinical group), 20 without behavior problems (non-clinical group), their mothers and teachers. Reporting instruments were used with teachers and mothers and comparative analyzes were conducted between groups. The results indicated that the clinical group had higher rates of behavior problems and maternal depressive symptoms, whereas the non-clinical group showed more child social and educational social skills. Sex did not differ between groups. We concluded that maternal educational practices are more influenced by children’s behaviors than by their sex.

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