scholarly journals Effect of the Father-Child Relationship on Social Problem Solving Cognized by Middle School Students : Mediating Effects of Social Isolation

2017 ◽  
Vol 25 (1) ◽  
pp. 73-94
Author(s):  
정수진 ◽  
Lee, Young-Sun
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Social Isolation ◽  
Social Problem ◽  
Social Problem Solving ◽  
Mediating Effects ◽  
School Students ◽  
Child Relationship

Take CHARGE!A Randomized Controlled Trial of a Social Problem-Solving Curriculum to Support Students With Emotional and Behavioral Disorders

2018 ◽  
Vol 27 (3) ◽  
pp. 143-153 ◽  
Author(s):  
Christopher L. Van Loan ◽  
Justin D. Garwood ◽  
Stephen W. Smith ◽  
Ann P. Daunic
Keyword(s):  
Randomized Controlled Trial ◽  
Problem Solving ◽  
Middle School Students ◽  
Social Problem ◽  
Emotional And Behavioral Disorders ◽  
Controlled Trial ◽  
Social Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Randomized Controlled

Using a pre–post randomized controlled trial, the purpose of this study was to determine whether a social problem-solving curriculum, Take CHARGE!, based on a cognitive-behavioral approach, could improve students’ knowledge of problem-solving skills, as well as self-report of social behaviors for 92 middle school students with emotional and behavioral disorders (EBD) in 11 self-contained classrooms. Dependent variables included student-report measures of problem-solving knowledge and skills. Findings indicated that the Take CHARGE! curriculum was related to significant increases in students’ social skills knowledge and problem-solving skills for middle school students with EBD. Teachers were able to implement the curriculum with a high degree of fidelity, and they indicated they would like to continue using it in the future. Implications for practicing teachers support the use of role-plays, think-alouds, and explicit instruction in problem-solving steps. Future research methodologies including observational research and longitudinal exploration are discussed.

Father Presence and Adolescents’ Resilience: The Mediating Role of Failure Learning

2021 ◽  
pp. 003329412110296
Author(s):  
Yue Yu ◽  
Xueyan Wei ◽  
Robert D Hisrich ◽  
Linfang Xue
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Significant Positive Correlation ◽  
Mediating Effect ◽  
The Other ◽  
Mediating Effects ◽  
School Students ◽  
Mediating Role ◽  
Father Presence

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

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