Relation between school education aims and Finnish adolescents’ global mindedness: The mediating role of tolerance

IF 1.4 4区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Psychologists and Counsellors in Schools Pub Date : 2023-12-22 DOI:10.1177/20556365231212589

Haoyan Huang, Naizhi Liang, Yixin Zhang, Wanyi Li, Naiyi Wang

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引用次数: 0

Abstract

Global mindedness is increasingly crucial for individual, national, and global flourishing, and thus obtains great emphasis in school education. This study aimed to examine the associations between adolescents’ global mindedness and three-dimensional school education aims (aims for academic achievement, employability, and narrow-sense holistic development). We further explored the role of adolescents’ tolerance that might explain the associations. A total of 2448 15-year-old Finnish adolescents were selected and two-level hierarchical liner modeling was employed. Results showed that (1) academic achievement aim played a positive role in adolescents’ global mindedness, whereas narrow-sense holistic development aim and employability aim showed insignificant and negative effect on it, respectively; and (2) adolescents’ tolerance mediated the associations of these three school education aims and global mindedness. Findings identified the fundamental contribution of academic achievement aim to global mindedness, and imply schools to integrate global education with academic education, as well as to forbid the discouragement for tolerance and global mindedness in employability education.

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学校教育目标与芬兰青少年全球意识之间的关系：宽容的中介作用

全球意识对于个人、国家和全球的繁荣发展越来越重要，因此在学校教育中受到高度重视。本研究旨在探讨青少年的全球意识与学校教育的三维目标（学业成绩目标、就业能力目标和狭义的全面发展目标）之间的关联。我们还进一步探讨了青少年的宽容度在解释这些关联方面所起的作用。我们共选取了 2448 名 15 岁的芬兰青少年，并采用了两级层次衬垫模型。结果表明：(1) 学业成绩目标对青少年的全球意识起着积极作用，而狭义的全面发展目标和就业能力目标则分别对青少年的全球意识起着不明显的和消极的作用；(2) 青少年的宽容度对这三种学校教育目标与全球意识之间的关联起着中介作用。研究结果表明，学业成就目标对全球心智具有根本性的促进作用，这意味着学校应将全球教育与学业教育相结合，并在就业能力教育中禁止不鼓励宽容和全球心智的做法。

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来源期刊

Journal of Psychologists and Counsellors in Schools Multiple-

CiteScore

2.20

自引率

7.70%

发文量

期刊介绍： Contributors to the Journal of Psychologists and Counsellors in Schools are from diverse backgrounds and focus on both educational and psychological topics. Articles address theoretical, practical and training issues that impact upon guidance and counselling professionals today.