Toward a Positive Perspective on Violence Prevention in Schools: Building Connections

Smith, Douglas C.; Sandhu, Daya Singh

doi:10.1002/j.1556-6678.2004.tb00312.x

Cited by 52 publications

(51 citation statements)

References 35 publications

(28 reference statements)

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“…This corroborated our initial hypothesis that attitudes towards education would provide an independent contribution to individuals' career decision self-efficacy, which resonates with previous findings that indicate how recognizing the value and relevance of present opportunities for one's future is associated with different aspects of career decision--making, including career decision self-efficacy (Walker & Tracey, 2012). Furthermore, our results also confirm previous studies that demonstrated how individuals' attitudes towards school and their perception of relevance of education impact educational attainment and motivation, as well as the formulation of expectations towards the future (Al-Alwan & Mahasneh, 2014;McNeely et al, 2002;Raboteg et al, 2009;Smith & Sandhu, 2004;Whitlock, 2006), as they also indicate associations between attitudes towards education and academic achievement as well as mastery and performance achievement goals.…”

Section: Discussionsupporting

confidence: 92%

The Importance of Achievement Goals and Attitudes Towards Education for Explaining Adolescents' Career Decision Self-Efficacy

Bubić

Krile

Kuzman

2015

Drustvena istrazivanja

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Previous research has acknowledged the relevance of individuals' perception of own abilities related to the vocational domain, namely career decision self-efficacy beliefs, for their professional success. In the present study, such beliefs were examined among a group of high school seniors who are facing the process of choosing what professional path to pursue after high school. In addition, students' achievement goals and attitudes towards education were also explored. Results indicate mastery approach, performance avoidance and work avoidance goals, as well as participation in extracurricular activities and attitudes towards education, as significant predictors of career decision self-efficacy. Findings indicate the relevance of academic experiences for the development of career decision self-efficacy and provide novel evidence regarding the complex relationship between individuals' educational and vocational considerations, and may be informative for designing future vocational guidance interventions targeted at adolescents transitioning into colleges or the job market, or individuals undergoing similar occupational transitions.Keywords: achievement goals, attitudes towards education, career decision self-efficacy, career development Andreja Bubić, Chair for Psychology, Faculty of Humanities and Social Sciences, University of Split, Sinjska 2, 21 000 Split, Croatia. E-mail: abubic@ffst.hr 387 INTRODUCTIONIndividuals' abilities to successfully direct and manage their professional paths represent very important competencies that are becoming more and more valuable in the modern world. We all frequently encounter advice regarding the best ways of behaving at job interviews and witness an increase in the number of vocational guidance centers as well as Internet--based distance career counseling programs available for adolescents, students and individuals of all ages (Gysbers, Heppner, & Johnson, 1998;Sampson, 1999). The nature of professional paths and careers has also changed, as individuals today have more opportunities for lifelong learning and professional transitions (Baruch, 2004;Savickas et al., 2009). In accordance with the increasing importance of developing vocational competencies from an early age, career development represents a process that unfolds throughout one's lifetime and is marked by numerous changes. For instance, whereas children often consider fantasy jobs or professions present in their daily environment such as their parents' occupations, adolescents are more aware of their own preferences and have more focused and realistic career considerations (Auger, Blackhurst, & Wahl, 2005;Hartung, Porfeli, & Vondracek, 2005;Helwig, 1998;Trice, Hughes, Odom, Woods, & McClellan, 1995). In addition, adolescents are more active in choosing activities that shape their professional future, which also partly reflects the increased external demands and expectations of their parents, teachers and other relevant persons.Generally, students finishing high school face a very demanding transition either to coll...

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Section: Discussionsupporting

confidence: 92%

The Importance of Achievement Goals and Attitudes Towards Education for Explaining Adolescents' Career Decision Self-Efficacy

Bubić

Krile

Kuzman

2015

Drustvena istrazivanja

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“…Smith and Sandhu (2004) indicate that the use of prevention and intervention programs should occur across multiple systems, including families, the school, and interested community organizations. Furthermore, based on the ecological perspective, which considers schools as social systems, it is important to understand the perception of school social workers of school climate and the factors that influences such climate (Bronfenbrenner, 1979).…”

Section: Literature Reviewmentioning

confidence: 99%

School Social Workers’ Perception of School Climate: An Ecological System Perspective

Soliman¹

2017

International Journal of School Social Work

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The focus of this study was on school social workers' perception of school climate and to determine the factors that contribute to positive environment within the school. Using the ecological framework, the study examined the views of 315 school social workers concerning the current social climate in the state of Illinois by using a number of standardized-i.e., School Survey Crime and Safety Principle-and composite subscales. Correlation analysis presented significant associations among the study variables. A path analysis model was developed; it included one dependent variable (School Climate) and 6 independent variables (Resources, Exposure, Communication, Measures, and Environmental Limitations)

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“…Both participating groups reported a positive attitude towards the communication between the students and the teachers and they described the relation as sincere, caring, supportive and friendly. Related studies show that positive relations between students and teachers strengthen the school commitment (Huebner, Ash and Laughlin, 2001;Malin &Lynnakya, 2001;Smith & Sandhu, 2004;Jin & Moon, 2006), and that friendships support school adaptation as well as physiological health (Bayram, 1999;Samdal, Wold, Klepp & Kannas, 2000;Duru, 2008). However, the students stated that they often faced negative behavioral patterns, such as swearing and the use of bad words, fighting, violence, stealing others' stuff, the destruction of school equipment, etc.…”

Section: Discussion Conclusion and Implementationmentioning

confidence: 99%

The Views of Teachers and Students Relating to Elementary Boarding District Schools’ Quality of School Life

Inal

Sadık

2014

Cukurova University Faculty of Education Journal

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Bu araştırma, Yatılı İlköğretim Bölge Okullarının okul yaşam kalitesine ilişkin öğretmen ve öğrenci görüşlerini derinlemesine inceleyen nitel bir çalışmadır. Araştırma 10 öğretmen ve 20 öğrenciyle görüşme yapılarak gerçekleştirilmiş, veriler üzerinde betimsel analiz yapılmıştır. Araştırma sonucunda öğrencilerin okul yaşam kalitesiyle ilgili görüşlerinin öğretmenlerden daha olumlu olduğu saptanmıştır. Öğrenciler okulun fiziksel özellikleri, öğretmenlerin ilgisi, arkadaşlık ortamı ve eğitim görme imkânı bulmaktan dolayı mutlu olduklarını ifade ederken, okul yönetimi, öğretmenler ve okuldaki öğrencilerin bazı davranışlarından rahatsız olduklarını belirtmişlerdir. Fiziki olanakları daha iyi olan okuldaki öğretmenlerin okul yaşam kalitesi algıları daha olumlu olmuş, bununla birlikte öğretmenlerin genel olarak öğrencilerin hazır bulunuşluk düzeylerinin düşüklüğü, akademik başarısızlık, okul-aile işbirliğinin olmayışı ve yatılı okulun getirdiği ek sorumluluklardan (etüt ve gece nöbetleri) memnun olmadıkları saptanmıştır. The Views of Teachers and Students Relating to Elementary Boarding District Schools' Quality of School LifeArticle Info Abstract DOI: 10.14812/cufej.2014.019 This research is a qualitative study designed to deeply examine teachers and students' views relating to life quality of the school at elementary boarding district schools. 10 teachers and 20 students participated in the study. In analyzing the data collected through interview descriptive analysis were used as well as content analysis. The results of the study revealed that the participant students' feelings about the school is positive; they are satisfied with the friendship atmosphere and educational opportunities; whereas they are unsatisfied with some behaviors of school administration, teachers and students enrolled. While the participant teachers who found the quality of school life was low highlighted the infrastructure of the school, students' in adequate background, academic failures and some additional responsibilities due to the characteristics of boarding school; the other teachers with positive perception were found more satisfied with physical facilities of the school, friendship atmosphere and positive attitude of school administration.

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Toward a Positive Perspective on Violence Prevention in Schools: Building Connections

Cited by 52 publications

References 35 publications

The Importance of Achievement Goals and Attitudes Towards Education for Explaining Adolescents' Career Decision Self-Efficacy

The Importance of Achievement Goals and Attitudes Towards Education for Explaining Adolescents' Career Decision Self-Efficacy

School Social Workers’ Perception of School Climate: An Ecological System Perspective

The Views of Teachers and Students Relating to Elementary Boarding District Schools’ Quality of School Life

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