Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (4): 371-379.
Previous Articles Next Articles
ZHANG Guang-zhen, LIANG Zong-bao, DENG Hui-hua, LU Zu-hong
CLC Number:
B844.2
| Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229. Buhrmester, D. (1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child Development, 61(4), 1101-1111. Chan, K. L., & Chan, C. L. (2005). Chinese culture, social work education and research. International Social Work, 48(4), 381-389. Chen, X. Y., Chen, H. C., & Kaspar, V. (2001). Group social functioning and individual socioemotional and school adjustment in Chinese children. Merrill-Palmer Quarterly-Journal of Developmental Psychology, 47(2), 264-299. Chen, X. Y., Hastings, P. D., Rubin, K. H., Chen, H. C., Cen, G. Z., & Stewart, S. L. (1998). Child-rearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: A cross-cultural study. Developmental Psychology, 34(4), 677-686. Chen, X. Y., Wang, L., & Cao, R. X. (2011). Shyness-Sensitivity and unsociability in rural Chinese children: Relations with social, school, and psychological adjustment. Child Development, 82(5), 1531-1543.Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213. Danielsen, A. G., Wiium, N., Wilhelmsen, B. U., & Wold, B. (2010). Perceived support provided by teachers and classmates and students' self-reported academic initiative. Journal of School Psychology, 48(3), 247-267.Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649-1660.Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence 21(1), 225-241. Fan, W. H., Williams, C. M., & Corkin, D. M. (2011). A multilevel of student perception of school cliamte: The effect of social and academic risk factors. Psychology in the Schools, 48(6), 632-647. Felner, R., Jackson, A., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of school reform for the middle grades: A longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. In R. Takanishi & D. Hamburg (Eds.), Preparing adolescents for the twenty-first century: Challenges facing Europe and the United States (pp. 38-69). New York: Sage Press.Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A Child x Environment model. Developmental Psychology, 42(6), 1179-1192.Hightower, A. D., Work, W. C., Cohen, E. L., Lotyczewski, B. S., Spinell, A. P., Guare, J. C., et al. (1986). The teacher-child rating scale: A brief objective measure of elementary children's school problem behaviours and competences. School Psychology Review, 15(3), 393-409. Jia, Y. M., Way, N., Ling, G. M., Yoshikawa, H., Chen, X. Y., Hughes, D., et al. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80(5), 1514-1530. Kuperminc, G., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Journal of Applied Developmental Science, 1(2), 76-88. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39(2), 141-159.Loukas, A., & Murphy, J. L. (2007). Middle school student perceptions of school climate: Examining protective functions on subsequent adjustment problems. Journal of School Psychology, 45(3), 293-309.Loukas, A., & Robinson, S. (2004). Examining the moderating role of perceived school climate in early adolescent adjustment. Journal of Research on Adolescence, 14(2), 209-233.Mercer, S. H., Nellis, L. M., Martinez, R. S., & Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of School Psychology, 49(3), 323-338. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. Elementary School Journal, 100(5), 443-471. Wang, M. T., & Dishion, T. J. (2012). The trajectories of adolescents' perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years. Journal of Research on Adolescence, 21(5), 40-53. Wang, M. T., Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A tobit regression analysis of the covariation between middle school students' perceived school climate and behavioral problems. Journal of Research on Adolescence, 20(2), 274-286. Way, N., Reddy, R., & Rhodes, J. (2007). Students' perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3-4), 194-213.Way, N., & Robinson, M. G. (2003). A longitudinal study of the effects of family, friends, and school experiences on the psychological adjustment of ethnic minority, low-SES adolescents. Journal of Adolescent Research, 18(4), 324-346.Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. |
|
||
