抗逆力研究與學(xué)校政策(英語原文與中文翻譯)(編輯修改稿)
2024-09-14 19:40 本頁面
【文章內(nèi)容簡介】 change. School experiences can obviously contribute to both risk and protective mechanisms, but as Maughan (1988) suggests, the role of schools has received relatively little consideration in the study of resiliency processes. Rutter(1987)suggests that schools can be protective because they can promote selfesteem and selfefficacy by providing opportunities for students to experience success and enabling them to develop important social and problemsolving skills. Researchers have found that schoolbased supportive ties can serve to buffer against potentially hazardous conditions in the home and other nonschool environments found, for instance, that a harmonious and organized school environment where teachers and students are mitted to learning limited the effect of peer cigarette use on adolescent drug use. Research on the motivational climate of schools indicates that the varying goals pursued by schools influence students’ personal goals, which, in turn, influence their feelings of selfefficacy and selfesteem. Such motivational goals may be characterized as task and performance goals. A task goal stresses learning for learning’s sake, and success is measured by improvement. The focus is on the intrinsic value of learning. In contrast, a performance goal stresses demonstrating superior ability relative to others, or avoiding appearing unable. The goal is decidedly petitive in nature, and success is defined in terms of relative standing on some scale, such as test scores, grade point average, or other parison between students. Emphasis is on the extrinsic aspects of learning. A performance orientation necessitates that there be some winners and some losers. Children in the performancefocused situation tend to attribute failures to lack of ability. In contrast, children in taskfocused situations are more likely to view failures as a challenge to try harder and to develop more useful strategies。 they also report less negative affect in response to failure. Students have reported greater selfefficacy when pursuing task goals than performance goal, Thus, schools can play a protective role by helping students develop the selfconfidence and analytic skills they need to solve the
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