Few studies have examined the relationships among parents’ resilience, parenting stress, and social support. This study surveyed 486 parents of children with disability in China to understand the ...role of social support between parenting stress and parents’ resilience. The results indicated that the resilience of Chinese parents of children with disabilities was at a high level. Additionally, parenting stress, social support and resilience were significantly associated, and the mediating effect of social support between parenting stress and parents’ resilience were proved by mediation analyses. The findings suggested that reducing parental stress and improving social support may predict (or be associated with) improved parent resilience. The authors discussed the implications for the improvement the resilience of Chinese parents of children with disabilities.
Peer attitude towards children with disabilities can significantly impact on the successful implementation of inclusive education. The current study examined the attitude of Chinese students toward ...peers with disabilities in relation to inclusive climate and empathy.
A total of 392 typically developing students (aging from 10 to 17 years old, with average age of 12.7) in primary and middle schools participated in the study by reporting the Inclusive Climate Scale, Peers Attitude to Students with Disabilities Scale, and Balanced Emotional Empathy Scale.
We found that students held a neutral attitude to peers with disabilities, and girls were more acceptable than boys. There were positive relationships among inclusive climate, empathy and attitude to classmates with disabilities. The mediation analysis showed that empathy played a partial mediation role between inclusive climate and the peers' attitude towards children with disabilities.
Implications for improving students' attitude on peers with disabilities were discussed in the paper.
Teachers' inclusive education competency is the key to the successful implementation of inclusive education. Under the background of China's vigorous development of inclusive education, the influence ...mechanism of inclusive education competency of Chinese physical education teachers has not been paid attention to. The present study concentrates on the relationships between school inclusive education climate, physical education teachers' agency, and inclusive education competency.
Data were collected from 286 primary and junior high school physical education teachers through nationwide convenience sampling on the Internet in China by completing the School Inclusive Education Climate Scale, Physical Education Teachers' Agency Scale, PE Teachers' Inclusive Education Competency Scale.
Results of structural equation modelling revealed that school inclusive education climate had a significant effect on physical education teachers' agency. School inclusive education climate had a significant influence on physical education teachers' inclusive education competency. The mediation effect of physical education teachers' agency on the relationship between school inclusive education climate and inclusive education competency was significant as well.
These results demonstrate that school inclusive education climate plays a direct and indirect role in promoting physical education teachers' inclusive education competency.
Objective
The study aims to discuss the longitudinal impact of the parent-teacher relationship on students’ academic achievements in China.
Method
Based on the China Education Panel Survey, covering ...the data from 438 classes of 112 schools in 28 county-level administrative areas in China, we used the hierarchical linear model to analyze the data.
Results
We found that the parents’ active communication with teachers, parents’ participation in parent meetings, teachers’ active contact, whether parents are afraid to communicate with teachers, and parents’ willingness to participate in parent meetings have significant relationships with students’ academic achievements. At the class level, the extent of teachers’ stress from parents’ requests and teachers’ perception of respect from parents also affected students’ academic achievements significantly in the Chinese context.
Conclusion
There was a longitudinal association between the parent-teacher relationship and students’ academic achievements. The practical implication was discussed in the paper.
China is experiencing high social inequality accompanying influential education reforms. The Independent Freshmen Admission (IFA) policy was one of the multiple strategies in higher education reforms ...in China against the social context of high social inequality and the expansion of higher education. By comparing students admitted through IFA with those admitted by the National College Entrance Examination (NCEE), we examined how family advantages contributed to higher education inequality in terms of educational opportunity, process, and results. Using data from an elite university in Beijing, we found that: (1) Family advantages improved a student's likelihood of being admitted through IFA, exhibiting opportunity inequality. (2) No significant difference in academic grades existed between the students admitted through IFA and NCEE. In comprehensive quality, however, those recruited through IFA performed significantly better than those admitted through NCEE. (3) Family social capital not only increased the likelihood of students being admitted through IFA but also, through direct and indirect effects, increased their comprehensive quality performance in terms of receiving student association and social practice awards.
The well-being of special education teachers is key to their mental health and also influences the development of their students. This study aimed to investigate the psychological mechanism of the ...well-being of special education teachers in China, where they are maximum in number. We explored the role of emotional intelligence (EI) and work engagement on the well-being of teachers. A total of 496 Chinese special education teachers participated in the current study. Results suggested that (1) the EI and work engagement were positively associated with the well-being of special education teachers; and that (2) work engagement played a mediating role on EI and well-being of special education teachers. To promote the well-being of special education teachers, suggestions for policymakers and schools are discussed.
Abstract
Prosocial behavior acting as a precondition for shaping ideal interpersonal relationships, is curial in the development of a person’s social competence. This study examined the association ...between empathy and prosocial behavior in a sample of 1171 adolescents in China. An empathy questionnaire, social support rating scale, and helping attitude scale were applied in the study. Empathy had an influence on prosocial behavior through social support as a mediating factor. The mediating effect of social support between empathy and prosocial behavior was mainly manifested through perceived social support. The current findings imply that cultivating the empathy of adolescents and promoting their perceived social support may be effective to enhancing their prosocial behavior.
The study aims to explore the protection effect of grit as a personal quality and social support as an environmental factor in the association between left-behind children’s discrimination perception ...and problem behavior. A total of 457 left-behind children in China were recruited to complete the Discrimination Perception questionnaire, Social Support Scale, Short Grit Scale, and Problem Behavior Questionnaire. It found discrimination perception could positively associate with the problem behaviors of left-behind children. Grit played a mediating role in the relationship of left-behind children’s discrimination perception on problem behaviors. Social support played a mediating role in the association of left-behind children’s discrimination perception on problem behaviors. The higher the left-behind children’s discrimination perception, the lower their grit level, and the less social support led to the more prone to problem behaviors.
In order to explore the relationship of social support, self-efficacy, and subjective well-being of special education teachers in China, 496 teachers from 67 special education schools were surveyed ...by questionnaire. We found that (1) the subjective well-being of special education teachers in China was in the medial level. (2) There were significant differences in subjective well-being level among teachers of different genders, teacher position, education background, and teaching age. Male teachers were of higher subjective well-being; subjective well-being of head teachers was lower than those were not head teachers; teachers with the educational background of postgraduate were of higher relaxation and tension than those with junior college educational background; the control scores of emotion and behavior of teachers with teaching age of 3 years and below were significantly lower than those of teachers with teaching age of more than 10 years. (3) Self-efficacy played a partially mediating role in the relationship between social support and subjective well-being of special education teachers. Suggestions to improve the subjective well-being of special education teachers were discussed in the article.
Based on the interaction of person-affect-cognition-execution model, this study examined the association between stress perception and problematic social network use among Chinese college students ...and explored the mediating effect of the fear of missing out (FoMO) on the relationship between stress perception and problematic social network use. A questionnaire survey was conducted among 554 students from nine universities in China. We found that stress perception was significantly positively correlated with problematic social network use and FoMO (r = 0.38, 0.46;
< 0.001), and FoMO was significantly positively correlated with problematic social network use (r = 0.45,
< 0.001). FoMO mediated the relationship between stress perception and problematic social network use. Conclusion: Stress perception has a negative impact on college students' problematic social network use via the mediating effect of FoMO. Practical implications that reveal the college students' problematic social network use were discussed as well.
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