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COVID-19 and Kazakhstani Women Teachers: An Empirical Study of Factors Affecting Mental Health COVID-19与哈萨克斯坦女教师:影响心理健康因素的实证研究
IF 0.8
European Education Pub Date : 2022-04-03 DOI: 10.1080/10564934.2022.2127370
A. Kenebayeva, Alexandra Nam, A. Tabaeva, F. Altınay, Z. Altınay
{"title":"COVID-19 and Kazakhstani Women Teachers: An Empirical Study of Factors Affecting Mental Health","authors":"A. Kenebayeva, Alexandra Nam, A. Tabaeva, F. Altınay, Z. Altınay","doi":"10.1080/10564934.2022.2127370","DOIUrl":"https://doi.org/10.1080/10564934.2022.2127370","url":null,"abstract":"Abstract The study investigates stress and organizational climate factors affecting mental health of women school and university teachers in pre‐COVID‐19 and COVID‐19 periods in the context of Central Asia considering the case of Kazakhstan. The results of quantitative empirical study show that the pandemic has caused an increase in perceived anxiety and depression among women teachers. Women teachers in urban areas experienced greater anxiety and depression than rural teachers. The moderation interaction predictor indicates that the effect of perceived stress becomes less negative with increased level of Material and Technical Security or Access to Technological Resources. In conditions of COVID-19 the effect of Material Technical Security/Access to Technological Resources on Mental Health becomes significant when women teachers have a better Social Climate at work. Its effect on Mental Health becomes significant when women teachers are more engaged in the decision making process with clearly defined organizational goals according to the Participatory Management policy and when women teachers more frequently receive Performance Feedback.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81900255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trust in Educational Settings: Insights and Emerging Research Questions 教育环境中的信任:见解和新兴研究问题
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2080565
I. Bormann, Sebastian Niedlich, Iris Würbel
{"title":"Trust in Educational Settings: Insights and Emerging Research Questions","authors":"I. Bormann, Sebastian Niedlich, Iris Würbel","doi":"10.1080/10564934.2022.2080565","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080565","url":null,"abstract":"Abstract The theoretical and empirical foundations of research on trust in education are still weak. To contribute to a better understanding of the role of trust in educational systems, this final article of the special issue “Trust in educational settings. European perspectives” highlights the findings from the contributions in this special issue and links them to insights and concepts from interdisciplinary trust research. Furthermore, it identifies and discusses seven avenues for future research on trust in educational settings. Thus, this paper and the special issue as a whole aim to highlight relevant avenues for future research, thereby strengthening research on trust in education.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76781219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trust in Finnish Education: A Historical Perspective 芬兰教育中的信任:一个历史的视角
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2080563
J. Välimaa
{"title":"Trust in Finnish Education: A Historical Perspective","authors":"J. Välimaa","doi":"10.1080/10564934.2022.2080563","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080563","url":null,"abstract":"Abstract This article analyzes the origins of generalized trust in Finnish society and how this relates to trust in education. The study was based on a historical analysis of the role of education in building a Finnish society and nation state. The author discusses the development of a Nordic welfare state and analyzes the relationships between generalized trust and education from the perspectives of democracy, corruption, egalitarian attitudes, wealth, and culture. A reflection was performed of the relationships between generalized trust, school autonomy, and the professional autonomy of teachers.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74967420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Home–School Interaction: A Vignette Study of Parents’ Views on Situations Relevant to Trust 家校互动:父母对信任情境看法的小问卷研究
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2081084
I. Bormann, Dagmar Killus, Sebastian Niedlich, Iris Würbel
{"title":"Home–School Interaction: A Vignette Study of Parents’ Views on Situations Relevant to Trust","authors":"I. Bormann, Dagmar Killus, Sebastian Niedlich, Iris Würbel","doi":"10.1080/10564934.2022.2081084","DOIUrl":"https://doi.org/10.1080/10564934.2022.2081084","url":null,"abstract":"Abstract This paper addresses parental trust in schools (hereafter referred to as “parent trust”) in relation to different situations of school-based involvement. More precisely, the study seeks to examine how selected situations of parental school-based involvement (parent-teacher conferences and parents’ evenings) are relevant to trust, and what facets of trustworthiness are activated in each situation. In line with the ‘comprehensive model of trust’ briefly presented in the introductory paper of this special issue, this study aims at interconnecting two elements: “trust among parents and schools” and “promotion of trust” based on perceptions of trustworthiness as antecedents for trusting behavior. Building upon this model and a prior vignette study on parent trust in different situations of school-based involvement, the paper highlights the potential of further theoretical and methodological developments in educational trust research relevant for both research and practice.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87740998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
(Re)-Building Educational Trust: Young NEET and the Importance of Trust Relations (再)-建立教育信任:年轻的啃老族和信任关系的重要性
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2080561
Anne Görlich
{"title":"(Re)-Building Educational Trust: Young NEET and the Importance of Trust Relations","authors":"Anne Görlich","doi":"10.1080/10564934.2022.2080561","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080561","url":null,"abstract":"Abstract In Denmark as in Europe at large, there is a continued need for interventions helping young NEET (Not in Education, Employment or Training) into ordinary education. At the core of the educational challenges of young NEET is the breakdown of trust, which highlights the need for re-building trust as crucial for the success of the interventions. Building on 14 focus group interviews with 98 young NEET, the analysis will explore trust and vulnerability in learning situations.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89354552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trust in Educational Settings—What It Is and Why It Matters. European Perspectives 教育环境中的信任——它是什么以及它为什么重要。欧洲的观点
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2080564
I. Bormann, Sebastian Niedlich, Iris Würbel
{"title":"Trust in Educational Settings—What It Is and Why It Matters. European Perspectives","authors":"I. Bormann, Sebastian Niedlich, Iris Würbel","doi":"10.1080/10564934.2022.2080564","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080564","url":null,"abstract":"Abstract This editorial paper introduces the relevance of trust in educational settings. It discusses interdisciplinary approaches to trust, reflects upon the relationships between trust and education and how trust has so far been studied in educational research. In addition, a comprehensive model of trust is introduced as a framework for the individual papers of this special issue that altogether, through different disciplinary and methodological lenses, investigate trust in various realms of education in five European countries.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76958212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Parental Trust in Teachers and Children’s Interest in Reading and Math: A Longitudinal Study 父母对教师的信任与儿童对阅读和数学的兴趣:一项纵向研究
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2080562
Marja‐Kristiina Lerkkanen, Eija Pakarinen
{"title":"Parental Trust in Teachers and Children’s Interest in Reading and Math: A Longitudinal Study","authors":"Marja‐Kristiina Lerkkanen, Eija Pakarinen","doi":"10.1080/10564934.2022.2080562","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080562","url":null,"abstract":"Abstract This study investigated cross-lagged associations between parental trust in a child’s teacher and children’s academic interest across Grades 1–4 in primary school. Parents rated trust in their child’s teacher, and 576 children reported their interest in reading and math at each grade. The results showed that high parental trust in a child’s teacher predicted the child’s high interest in math. In addition, the child’s high interest in reading in Grade 2 was related to the father’s subsequent trust in the teacher.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77808073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust 不同学校情境下学生自主与受控动机:信任的作用
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2039069
Mieke Van Houtte
{"title":"Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust","authors":"Mieke Van Houtte","doi":"10.1080/10564934.2022.2039069","DOIUrl":"https://doi.org/10.1080/10564934.2022.2039069","url":null,"abstract":"Abstract Given the importance of relatedness for study motivation, motivation might be associated with faculty trust in students and, as such, with schools’ student composition. Representative Flemish data of 5162 students and 1247 teachers in 57 Flemish secondary schools, gathered at the end of the 2013/2014 school year (April–May 2014), reveal that the association between faculty trust in students and students’ autonomous motivation goes through students’ trust in teachers. In schools with a higher socioeconomic student composition, students are less autonomously motivated, but this does not show because faculty trust is high, which generates more autonomous motivation—via students’ trust in teachers.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88645811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Issues of Trust in the Implementation of Inclusion in Czech Schools 捷克学校实施包容性的信任问题
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2081086
Bohumíra Lazarová, M. Pol
{"title":"Issues of Trust in the Implementation of Inclusion in Czech Schools","authors":"Bohumíra Lazarová, M. Pol","doi":"10.1080/10564934.2022.2081086","DOIUrl":"https://doi.org/10.1080/10564934.2022.2081086","url":null,"abstract":"Abstract The implementation of inclusive education in Czech schools has required not only several changes in the behavior of teachers, schools, parents, and pupils. Change requires trust among all actors in inclusive education. This text aims to use qualitative data from three selected primary schools, to show the role that trust plays in the implementation of inclusive education. The data shows that the trust of people in schools in relation to inclusive education plays an important role, which may be inhibited if trust in the system, school leadership, and parents are disrupted.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75419798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Cross-national Analysis of Education and Trust: Context, Comparability, and Causal Mechanisms 教育与信任的跨国分析:背景、可比性和因果机制
IF 0.8
European Education Pub Date : 2021-10-02 DOI: 10.1080/10564934.2022.2081085
Sebastian Niedlich
{"title":"Cross-national Analysis of Education and Trust: Context, Comparability, and Causal Mechanisms","authors":"Sebastian Niedlich","doi":"10.1080/10564934.2022.2081085","DOIUrl":"https://doi.org/10.1080/10564934.2022.2081085","url":null,"abstract":"Abstract Based on existing studies on welfare and education regimes, the paper aims at strengthening the conceptual foundations of comparative research in education and trust by identifying relevant system-level characteristics, deriving analytical dimensions as a framework for cross-national comparison, and exploring how these dimensions might be linked to trust. The paper thus provides a better basis for dealing with context as well as its role in causal explanations and case selection in cross-national comparative research on trust in education.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87375508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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