|
|
Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Student Attitudes; Secondary School Students; Early Adolescents; Bullying; Child Rearing; Family Environment; Parenting Styles; Semi Structured Interviews; Focus Groups; Victims; Qualitative Research; Conflict; Spouses; Family Violence; Intervention; Prevention
Abstract:
The present paper uses a qualitative method in order to study the ways in which bullying is discursively organized among young adolescent students in relation to the family factors related to it. Only a few studies have linked aspects of parenting and family functioning to bullying through the use of students' discourses despite the fact that family views and policies have a significant impact on bullying and the role the adolescent takes in relation to it, as well as the phenomenon. In the present study, 5 schools with a total number of 90 students in 14 focus groups participated through semistructured interviews. The analysis was facilitated by QSR NVivo, and three themes emerged under the heading of family-related factors of bullying: (a) difficult home environment with many conflicts between the spouses or between the parents and the young adolescents, (b) parenting styles such as parental overprotection, lack of supervision, or excessive control, and (c) domestic abuse. The findings of this study confirm patterns of bullying and its relation to familial factors in the international literature. The implications of the findings are discussed in light of intervention, as well as prevention.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
Author(s): |
Oleksiyenko, Anatoly |
Source: |
Minerva: A Review of Science, Learning and Policy, v51 n1 p49-69 Mar 2013 |
|
Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Foreign Countries; International Cooperation; Research; Stakeholders; Health Sciences; Networks; Administrative Organization; Peace; Integrity; Collegiality; Sustainability; Conflict
Abstract:
Cross-border academic collaborations in conflict zones are vulnerable to escalated turbulence, liability concerns and flagging support. Multi-level stakeholder engagement at home and abroad is essential for securing the political and financial sustainability of such collaborations. This study examines the multilayered stakeholder arrangements within an international academic health science network contributing to peace-building in the Middle East. While organizational forms in this collaboration change to reflect the structural, epistemic and political expectations of various support groups operating locally and globally, the legitimacy of the international research and its contribution to the peace-building process last as long as institutional norms of academic enterprise--integrity, impartiality and collegiality--are sustained. This paper analyzes the reconciliatory strategies used by the collaborating health scientists to mitigate organizational turbulence, reduce resource asymmetries and continually build and rebuild bridges across stakeholder communities.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Comparative Analysis; Gender Differences; Cultural Differences; Conflict; Depression (Psychology); Teacher Characteristics; Foreign Countries; Student Characteristics; Teacher Student Relationship; Correlation; Cross Cultural Studies; Psychological Patterns; Mental Disorders; Young Children
Abstract:
The purpose of the current study was to investigate variations in teacher-child relationships in childcare classrooms in Budapest, Hungary (N = 172 children in 43 classrooms), and to examine whether variations were associated with child and/or teacher characteristics. In addition, cultural variation was examined with reference to an American comparison group (N = 36 children in nine classrooms). Teacher-child relationships were found to vary in the in levels of closeness, conflict and over-dependence. There was more variation within as opposed to between classrooms, indicating that child attributes play an important role in teacher-child relationships. Girls had better relationships with their teachers than boys, characterised by higher levels of closeness and lower levels of conflict. Higher levels of shyness were associated with more conflicted teacher-child relationships for boys, and less conflicted ones for girls. Teachers with higher levels of neuroticism and depression tended to report more conflicted relationships with children. Hungarian teachers reported more closeness in their relationships with younger children, whereas American teachers reported higher levels of relationship closeness with older children. Hungarian teachers reported higher levels of over-dependence of the children in their classrooms than did American teachers. Educational implications as well as limitations and recommendations for future research are discussed. (Contains 9 tables, 2 figures, and 3 notes.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Violence; Females; Race; Racial Relations; Intimacy; Risk; Conflict; National Surveys; Regression (Statistics); Interpersonal Relationship; Child Abuse; Sexual Abuse; Measures (Individuals)
Abstract:
The number of interracial relationships in the United States continues to increase. The fact is, though, that race remains a significant influence in the lives of individuals and in their relationships. Although there is evidence that relationships that cross racial/ethnic boundaries may be at greater risk for conflict and dissolution, there have been few investigations as to whether such relationships are at greater risk for violence. Using data from the National Violence Against Women Survey, I find that there are differences in risk of intimate violence depending on the racial/ethnic dyad of the couple. Ethnic monoracial relationships demonstrate the greatest risk for physical and nonphysical forms of violence, controlling for structural factors, whereas women in interracial relationships report higher rates of nonphysical violence, as compared with women in White monoracial relationships. Implications for theory and practice are discussed. (Contains 7 notes and 3 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Academic Achievement; Conflict; Parent Child Relationship; Student Motivation; Peer Relationship; Questionnaires; Goal Orientation; Statistical Analysis; Qualitative Research; Well Being; Predictor Variables; Classroom Techniques
Abstract:
Students in class are sometimes torn between following the lesson and engaging in off-task behavior. In this paper, instead of classifying it as a form of deviant behavior, off-task behavior is reconstructed as a manifestation of students multiple motivations in the classroom. The study examines whether parental monitoring, peer value orientations, students' personal goals, and their value orientations determine students' motivational interference in these conflict situations. Participants were 348 students (mean age 15.24) from 16 classes of four high schools. A self-report questionnaire was used that combined a qualitative assessment of personal goals with a quantitative approach. Qualitative answers were coded and data was analyzed in a series of hierarchical linear models. As hypothesized, relationships between motivational interference and parental monitoring, peer achievement and well-being value orientations, students' school- and leisure-related goals, as well as students' achievement and well-being value orientations were demonstrated. Students' own value orientations emerged to be the strongest predictor of motivational interference and mediated between parental monitoring and motivational interference. The results suggest that teachers should help students to reconcile their multiple values and goals in the classroom.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
