Journal of character education最新文献

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Adolescent Values, Interest in Extracurricular Activities and Bonding to School: A Cross-sectional Descriptive and Correlational Analysis. 青少年价值观、课外活动兴趣与学校关系:横断面描述与相关分析。

Journal of character education Pub Date : 2021-01-01

William B Hansen

{"title":"Adolescent Values, Interest in Extracurricular Activities and Bonding to School: A Cross-sectional Descriptive and Correlational Analysis.","authors":"William B Hansen","doi":"","DOIUrl":"","url":null,"abstract":"The goal of this paper is to explore relations between adolescent values, interests in activities and their bonding to school. This paper presents survey research findings that examine 1,928 6th and 7th grade students' responses to survey prompts about 15 terminal values adapted from Rokeach's (1973) theory of values, prompts about 11 activities they may be interested in, and questions about how attached they felt to school. The goal of analysis is to document the relative importance of each terminal value for this sample. In addition, relation between values, activities of interest and bonding to school were estimated. All 15 values were ranked as important. Among the more highly ranked values for the sample were acceptance, independence, character, fitness and achievement. Least important overall were faith, wealth, fame, creativity and stewardship. Factor analysis resulted in three general categories that described activities of interest: interest in athletics, interest in the arts, and interest in technology. Students' bonding to school varied based on gender and grade, with females and younger students being generally more bonded to school. There were strong correlations between valuing fitness and having an interest in athletic activities (r = .599) and valuing education and having an interest in the arts (r = .340). Bonding to school was strongly correlated with only two values: education (r = .435) and character (r = .335). Having an interest in technology was not correlated with any of the 15 values or students' bonding to school. Results suggest that interventions and policies that wish to improve bonding to school might do well to take advantage of existing highly ranked positive values and provide an opportunity for students to engage in a wide array of activities of interest.","PeriodicalId":91108,"journal":{"name":"Journal of character education","volume":"17 1","pages":"21-35"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8130900/pdf/nihms-1702023.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38998696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

SOCIO-EMOTIONAL AND CHARACTER DEVELOPMENT: A Theoretical Orientation. 社会情感与性格发展:理论导向。

Journal of character education Pub Date : 2014-01-01

Frank J Snyder

{"title":"SOCIO-EMOTIONAL AND CHARACTER DEVELOPMENT: A Theoretical Orientation.","authors":"Frank J Snyder","doi":"","DOIUrl":"","url":null,"abstract":"More and more researchers are studying socio-emotional and character development (SECD). The rise and progress in SECD research is encouraging, but there is a critical issue with such a multidisciplinary and fast-developing field: SECD research and evaluation can be more consistent to prevent heterogeneity in definitions and disparate theoretical, measurement, and program models. After summarizing SECD-related literature, I recommend the theory of triadic influence (TTI) as a force to generate consistency and a resource to assist in guiding the design and evaluation of SECD-related programs. The theory fills a gulf in the literature that seeks an ecological theory aligned with SECD-related programs and etiology. The recommendation of the TTI stems from 3 main advantages: (1) The TTI integrates a full range of risk and protective factors in a detailed mediation and moderation framework; (2) it takes a comprehensive view of all the stakeholders in the educational system (i.e., youth, schools, families, and communities); (3) and its utility has been substantiated by empirical evidence from a variety of fields. I discuss applications of the TTI in SECD-related work and suggest improvements for etiology research and the design and evaluation of SECD programs.","PeriodicalId":91108,"journal":{"name":"Journal of character education","volume":"10 2","pages":"107-127"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4605220/pdf/nihms724161.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34097793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0