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1.
Observed and parent‐reported conscience in childhood: Relations with bullying involvement in early primary school 下载免费PDF全文
Pauline W. Jansen Barbara Zwirs Marina Verlinden Cathelijne L. Mieloo Vincent W. V. Jaddoe Albert Hofman Frank C. Verhulst Wilma Jansen Marinus H. van Ijzendoorn Henning Tiemeier 《Social Development》2017,26(4):965-980
This exploratory study aimed to examine which components of early childhood conscience predicted bullying involvement around school entry. In the population‐based Generation R Study, teacher reports of bullying involvement and parent reports of conscience were available for 3,244 children (M age = 6.7 years). Higher levels of overall conscience predicted lower bullying perpetration scores, independently of intelligence quotient, temperamental traits and sociodemographic characteristics. Particularly, the subscales guilt, confession, and internalized conduct, and to a lesser extent empathy, predicted bullying perpetration. Conscience was not related to victimization. Similar results were found using observations during so‐called ‘cheating games’ (subsample N = 450 children). Findings suggest that improving children's understanding of moral standards and norms may be a potential target for bullying intervention programs in early primary school. 相似文献
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For an integer \(k \ge 1\), a distance k-dominating set of a connected graph G is a set S of vertices of G such that every vertex of V(G) is at distance at most k from some vertex of S. The distance k-domination number \(\gamma _k(G)\) of G is the minimum cardinality of a distance k-dominating set of G. In this paper, we establish an upper bound on the distance k-domination number of a graph in terms of its order, minimum degree and maximum degree. We prove that for \(k \ge 2\), if G is a connected graph with minimum degree \(\delta \ge 2\) and maximum degree \(\Delta \) and of order \(n \ge \Delta + k - 1\), then \(\gamma _k(G) \le \frac{n + \delta - \Delta }{\delta + k - 1}\). This result improves existing known results. 相似文献
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The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers’ and teacher educators’ beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision making. No teacher educators reported ever teaching financial literacy in their higher education roles. Only 13% of teacher educators and 25% of preservice teachers thought that it was very important to teach financial literacy in elementary education. Most teacher education faculty and preservice teachers reported that they were not well qualified to use state economics standards or the JumpStart standards for financial literacy. Preservice teachers were more confident in meeting financial literacy standards than teacher educators. Both preservice teachers and teacher educators expressed openness to collaborating with other faculty members, members of the financial service industry, and parents to teach financial literacy. Follow-up phone interviews affirmed that elementary preservice teachers and teacher educators value social studies education (and financial literacy) less than reading and mathematics education. Qualitative results also suggest that elementary preservice teachers and teacher educators would like more easily accessible resources for teaching financial literacy. 相似文献
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Pauline W. Jansen Cathelijne L. Mieloo Anke Dommisse-van Berkel Marina Verlinden Jan van der Ende Gonneke Stevens Frank C. Verhulst Wilma Jansen Henning Tiemeier 《Race and social problems》2016,8(4):271-280
School-aged children with an ethnic minority background are relatively often involved in bullying and victimization, but the role of ethnic composition of schools in this context remains unclear. This study examined the relation between ethnic minority background, ethnic school composition, and bullying behaviour around primary school entry in the Netherlands. The study was based on a 2008/2009 school survey in Rotterdam, a Dutch city where about 50 % of children have a non-Dutch background. For 8523 children, teacher reports of bullying behaviour at age 5–6 years were available. Children with a non-Dutch background had higher odds of being a victim (adjusted OR 1.41, 95 % CI 1.11, 1.80), bully (OR 1.38, 95 % CI 1.20, 1.58) or bully-victim (OR 1.38, 95 % CI 1.19, 1.62) than children of Dutch national origin. Ethnic diversity in schools increased children’s risk of bullying behaviour (e.g. ORvictim per 0.1 increase in 0–1 diversity range = 1.06, 95 % CI 1.00, 1.13), with children of both Dutch and non-Dutch national origin relatively more often involved in bullying in ethnically diverse schools. The proportion of same-ethnic peers in school reduced the risk of bullying among children of Dutch national origin (e.g. ORvictim per 10 % more same-ethnic children = 0.90, 95 % CI 0.83, 0.98), but not among non-Dutch children. In conclusion, ethnic minority background and ethnic diversity within schools are risk factors for bullying among 5–6 year olds. Plausibly, reductions in absolute numbers of bullying events may be obtained with tailor-made interventions in ethnically diverse schools. Such interventions should preferably be offered early in the school curriculum. 相似文献
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Dipl.-Psych. Henning Staar 《Gruppendynamik und Organisationsberatung》2010,41(4):305-330
In this paper the concept of micro-politics is linked with the field of inter-organizational, predominantly virtually organized networks. Building on results from research on both politics and network governance constitutive situational, personal and action-based factors of political influence processes in network settings are identified and affiliated with each other in a theoretical model. In addition, options and limits of a micro-political approach to virtual network settings are discussed and first recommendations on a meaningful formation and organization of networks under a political perspective are given. 相似文献
6.
Ulf Bohmann Henning Laux Hartmut Rosa 《KZfSS K?lner Zeitschrift für Soziologie und Sozialpsychologie》2018,70(1):195-226
This contribution takes its starting point from the assumption held by a theory of differentiation that the political shaping of society is challenged by an increasing desynchronization of distinct social sub-areas. Drawing upon the example of financial market regulation, we demonstrate how this political shaping capability is to a great extent successfully sustained or retrieved through the employment of hybrid organizations such as the German Federal Financial Supervisory Authority (BaFin), of which we undertake an in-depth analysis in this paper. However, this comes at the prize of another (vertical) desynchronization at the intersection of well-established political institutions and the elementary processes of the formation of a democratic will. As a consequence, we develop an interpretation of post-democratic tendencies that exceeds common diagnoses of post-democracy and populism by offering a structural-temporal explanation of the perception that the formation of a democratic will and the political establishment are drifting apart. 相似文献
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The online version of the original article can be found at 相似文献
9.
Andrea Maurer Peter Imbusch Dirk Baier Klaus Boehnke Manuela Pötschke Henning Best Annette von Alemann Birgit Riegraf Corinna Onnen-Isemann Juliane Achatz Peter H. Hartmann Nicole Burzan Markus Klein Jens Aderhold Gerd Nollmann Arnold Wilts Mike Steffen Schäfer Christoph Görg Alexandra Manzei Christian Stegbauer Horst Pöttker Günter Endruweit Heiner Meulemann Heinz Sahner Erhard Stölting Wolfgang Lauterbach 《KZfSS K?lner Zeitschrift für Soziologie und Sozialpsychologie》2006,58(2):364-406
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