Associations between near work, outdoor activity, parental myopia and myopia among school children in Aba, Nigeria

●AIM:To assess the influence of near work,time outdoor and parental myopia on the prevalence of myopia in school children in Aba,Nigeria.●METHODS:Primary and secondary school children aged between 8 and 15 y were randomly recruited from 12 schools in Aba.Information on family history,near work and outdoor activity was obtained using myopia risk factor questionnaire.Cycloplegic refraction was performed using autorefraction technique.Myopia was defined as spherical equivalent refraction(SER)≤-0.50 D in the poorer eye.Data were analysed for 1197(male:538 and female:659)children with full relevant data.●RESULTS:Risk of developing myopia was positively associated with parental myopia[odds ratio(OR):6.80;95%CI,2.76-16.74;P<0.01)for one myopic parent and(OR:9.47;95%CI,3.88-23.13;P<0.01)for two myopic parents,longer daily reading hour(OR:1.21;95%CI,1.03-1.42;P=0.02)and less time outdoors(OR:0.8;95%CI,0.74-0.87;P<0.01).●CONCLUSION:Parental history of myopia is the most important risk factor associated with myopia.In addition,children with both parents being myopic has increased odds of developing myopia than those with one myopic parent.It is recommended therefore,that children spend more time outdoors as this could reduce the prevalence and progression of myopia.

The Management in a Developing Country of Children with Type 1 Diabetes Mellitus at School: A Review of Attitude of Parents

Background: Optimal glycaemic control is essential in preventing diabetes related complications in children with diabetes. The school is an important component of care and support to achieve good outcome as children spend a considerable time in school. In some developed countries, there are guidelines and regulations on support and care of children with chronic diseases such as Type 1 Diabetes Mellitus (Type 1 DM). In most developing countries where these regulations are not in place, parents have an important role to play in encouraging optimal care for their wards while at school, which include informing school authority, submission of care plan in collaboration with the healthcare team and providing equipment necessary for care task at school. Aim and Objectives: The aim of this study was to review the attitudes of parents in a developing country towards management of their children with Type 1 Diabetes Mellitus (DM) at School. Methods: Parents of all children with Type 1 DM seen at the endocrine unit of the University of Port Harcourt Teaching Hospital were invited to participate. Data were collected using a questionnaire. Information on bio data, details of care in school and challenges experienced were documented and HbA1c was done for all children. Results: The Parents of eighteen children and adolescents with Type 1 DM participated in the study. The age range of the children was between 5 and 17.3 years, mean age of 12.37 &plusmn;4.2 years. Mean duration of DM 3.37 &plusmn;2.6 years and mean HbA1c was 10.02% &plusmn;2.5%. All children except one attended school as day students. Two parents (11.1%) did not inform the school of child’s diabetes. No parent gave a written plan of diabetes care/treatment of hypoglycaemia in school and 4 parents (22.2%) did not make contact with school when child was in school. No child had a glucometers or took insulin to school. Five parents (27.8%) adjusted or omitted morning insulin dose to prevent hypoglycaemias in school. Fifteen (83.3%) children were on twice daily insulin injections. Six children (33.3%) are from high socioeconomic class. All responses were from mothers and 15 (83.3%) of responders had at least secondary education. Conclusion: This study demonstrates poor attitude and deficiencies in care of children living with Type 1 DM in school. There is need for education of parents and presentation of written plans for care of every child with Type 1 DM in school.

What Should Parents Say to a Child Bullied at School?

The Double Take column looks at a single topic from an African and Chinese perspective. This month we discuss how parents should respond when their child is bullied at school.

幼小衔接阶段幼儿心理压力与家长焦虑的关系

为探讨幼小衔接阶段幼儿心理压力与家长焦虑之间的关系,采用幼儿园大班家长焦虑量表、幼小衔接阶段幼儿心理压力量表对合肥市8所幼儿园249名大班幼儿及其家长实施问卷调查。结果发现:幼儿园大班家长焦虑总分及各维度分均处于中等水平;幼儿心理压力处于中等水平,其中成人奖惩维度得分最高,二者在人口学变量上均具有显著差异;幼儿心理压力与家长焦虑呈显著正相关,家长的社会适应焦虑、物质环境适应焦虑、升学择校焦虑对幼儿心理压力有显著的正向预测作用。基于此,家长在开展幼小衔接教育时应破除片面的衔接观念,认可焦虑的适度存在,关注个体的内部调控,强化正向的引导与体验,为幼儿提供良好的幼小衔接教育氛围。

中小学生家长教育焦虑:概念建构及影响机制研究

教育焦虑是我国中小学生家长中普遍存在的一种现象,但仍缺乏严谨的概念建构研究以及可靠的测量工具。本研究将家长教育焦虑定义为一种家长因其重视的教育价值受到威胁而产生的存在焦虑,并通过对访谈文本的主题分析揭示了家长教育焦虑概念的内部结构:学业表现焦虑、竞争环境焦虑和教育效能焦虑。在此基础上编制了《中小学生家长教育焦虑量表》,该量表具有良好的信度和效度。最后,通过结构方程模型验证并修正了家长教育焦虑的影响机制模型,分析了近端环境因素、认知因素和行为反馈因素对家长教育焦虑的复杂影响过程,为后续家长教育焦虑的研究以及预防和干预提供了依据。

父母参与、养育胜任感的差异及对幼儿入学准备的影响

父母协同教养对提升社会的生育意愿和人口质量具有重要意义。考察父职与母职参与的差异,以及父母参与、父母养育胜任感对大班幼儿入学准备的影响。结果显示:1)当下社会家庭养育的主要责任人仍是母亲,父职/母职的参与受到家庭所在地和幼儿性别的影响,农村、男幼儿父职参与的人数显著高于城市、女幼儿父职参与的人数;2)母职参与在家庭监督、亲子活动和情感沟通上显著高于父职参与;3)父职与母职的养育效能感和满意度无显著差别;4)母职参与的幼儿学习准备显著高于父职参与;5)父母参与正向预测父母养育胜任感和幼儿入学准备,父母养育胜任感正向预测幼儿入学准备,但父职/母职不存在调节效应。这表明,不存在母亲养育更好或者父亲养育更好,子女养育需要家庭和社会建立良好支持系统,促使父职做出更多积极协同教养行为,建构新型父职角色和父职实践,最终达成父职与母职协同教养。

独立学院转设对生源质量的影响研究--基于大学声誉与多期DID的实证分析

大学声誉是高等学校在长期办学中给社会公众留下的综合印象,良好的大学声誉能够吸引更多优质生源。多年来,推进独立学院转设的工作进展并不顺利,学界对独立学院在与母体大学脱钩后导致的声誉损失,尤其转设是否会影响生源质量方面尚未有一致意见。基于此,借助独立学院转设这一“准自然实验”,以2009—2018年306所独立学院高考录取平均分的面板数据为基础,采用多期双重差分法,实证分析独立学院转设对生源质量的影响。研究发现:独立学院转设后录取平均分数显著降低,转设与录取平均分数的降低存在因果关系。机制分析表明,转设学校失去母体大学的“名校光环”,声誉受到损失进而导致生源质量下降。异质性分析表明,转设对文科录取平均分的降低影响强于理科;相较于母体大学为“一流学科”和“双非”高校的转设学校,转设对母体大学为“一流大学”的独立学院录取平均分的降低影响更大;所在地为“一线城市”的转设学校,其录取平均分下降幅度比在“二线城市”和“三线城市”的转设学校更大。在推动独立学院全面转设的政策背景下,转设学校应当把握时机,实现高质量发展,以重塑和提升大学声誉。在声誉管理方面,应加强校园文化建设和舆论引导,在转设过程中要与母体大学继续保持良好合作关系。在类型定位方面,应明晰学校发展目标定位,及时调整学科专业结构和人才培养结构,走高质量发展和特色发展道路。在区域布局方面,应制定详细的转设方案,权衡各种影响因素。同时,为优化办学成本和促进区域均衡发展,相关学校在转设时可考虑迁址办学。

初中生父母学业参与与学习投入的关系:学业情绪的中介作用

为提升学生的学业投入水平,探讨初中生父母学业参与同初中生学业情绪及学习投入的关系。采用父母学业参与、青少年学业情绪与学习投入问卷对225名初中生进行实测取样,采用Pearson相关分析、多元回归分析及Bootstrap中介效应检验分析初中生学业情绪在父母学业参与在其学习投入中的中介效应。结果显示,父母的学业参与同初中生积极情绪及其各维度、学习投入及其各维度均呈显著正相关关系,与消极情绪及其各维度呈显著负相关关系。积极情绪与学习投入及其各维度呈显著正相关关系,消极情绪与学习投入及其各维度呈显著负相关关系。初中生学业情绪在父母学业参与与学习投入间起部分中介作用。父母应当适度提高对子女学业的参与程度,引导子女提升积极学业情绪、降低消极学业情绪,以不断提升初中生的学习投入水平。

“三全育人”背景下医学生实习前阶段实施思政教育的路径探索

该文通过论述“三全育人”这一新时代教育背景下医学生实习前阶段开展思政教育的重要性,同时,总结医学院该阶段开展传统思政教育课程中普遍存在的问题,从而探索医学生实习前阶段开展思政教育的新路径。该阶段的思政教育需要提升教学者和医学生对思政教育的重视程度、切实结合学生专业特长、强化榜样模范作用、融入地域和红色文化拓展思政课程内容及建立长效反馈监测机制,以期进一步完善社会对医学人才的育人保障及满足医学生对个人发展的需求。

中学家校协同育人现状与对策——基于对中学生家长的调查

采用自编《中学生家长参与家校协同育人状况调查问卷》,对江苏省、河南省和新疆维吾尔自治区41所中学2 682名学生家长进行问卷调查。研究发现,家长对家校协同育人功能认知不够到位、对家校协同育人内容认识不够全面、对家校协同育人参与度较低,主要原因是家长教育能力有限、忙于生计和重视程度不够。研究认为,提高中学生家长参与家校协同育人的水平,要加强家长对家校协同育人功能的认知,积极搭建多元化家校协同育人的沟通平台,统合资源以激发家长参与热情和利用“家长学校”提升家长的家校协同育人效能感。

Evaluation of Family Sex Education on Middle School Students in Shanghai

Objective To evaluate the impact of family-school combined sex education among middle school students. Methods This is a school-based intervention study. Four junior middle schools and two senior middle schools in Xuhui District, Shanghai, were selected as study sites involving parents, two junior middle schools and one senior middle school as the intervention group and others as control group. The intervention group was provided with both school and family education which contained giving lectures, distributing leaflets, organizing group discussions and parent-adolescent communicating activities to parents. Data were collected through anonymous and self-administered questionnaires before and after one-year intervention to evaluate the effect of the intervention. Results The average score of parents in the intervention group was higher than that in the control group after intervention. Particularly, the mean score of AIDS knowledge in the intervention group was increased by 10.5, which was more than that of control group （5.3）. The intervention increased the parents＇ intention to family sex education. The percentage of parents in the intervention group approving ＂sex education should be provided by parents＂ had increased, much higher than that in the control group. Intervention also promoted parent-adolescent communication about sex. The percentage of parents reporting ＂they actively talked with their children about sex or their teens asked them questions related to sex＂ had increased, much higher than that in the control group. Conclusion Family-school combined sex education significantly increased sexual knowledge and sex education intention of parents, promoted the parent-adolescent communication about sex as well.

家庭教养方式与青少年厌学的关系

为探讨家庭教养方式与青少年厌学情绪之间的关系,采用父母教养方式问卷、厌学问卷对陕西关中地区的431名中学生进行问卷调查。研究结果发现,教养方式各维度与青少年厌学情绪均呈显著负相关;男生在厌学情绪、厌学性格和厌学行为等维度上的得分显著高于女生;城市比乡镇和农村学生更加厌学;独生子女比非独生子女更加厌学。未来可从加强家校合作、促进情感沟通,优化资源配置、促进城乡教育均衡发展,转变教育观念、关注个性化需求等方面入手解决青少年厌学问题。父母双方在管教孩子时要态度一致、严慈相济,方能促进孩子的学习。

Students' English Learning Anxiety in Senior High School

Since 1970s,the research on second language acquisition has been developed with times.The research focus of lLanguage teach ing has shifted from the study of how to teach students to how to learn for students,with particular attention to explore the influence that students'psychological factors such as learning motivation,learning attitude and learning anxiety have on learning outcomes.Among those emotional variables,anxiety is considered to be one of the most critical psychological variables.English classroom anxiety is different from the ordinary classroom anxiety and receives much attention from scholars.Horwiz(1986) pointed out that foreign language anxiety is a unique phenomenon in language learning.In China,English learning in senior high school is a very important period.It is a common phenomenon to see students behaving anxiously in the English class.Therefore,the anxiety in the English class of senior high school de serves attention.This paper will analyze the main reasons of students'anxiety and points out several effectively methods to relieve their anxiety so as to enhance English classroom teaching and learning effect.

学生通学出行的家长接送方式的选择

研究家长接送方式选择的影响因素,对于早晚高峰交通出行政策的制定具有重要意义.考虑家长、学生的个人属性与家庭属性,以及后续行程目的、生理成本与延误时间等出行属性因素,基于多项logit(multinomial logit,MNL)模型分析对于家长接送学生交通方式选择的影响因素,并通过中国海宁市居民出行数据进行验证.研究结果表明,家长年龄越大,选择步行接送的可能性越大;学生性别对于家长接送方式的选择没有显著影响;家长性别和学生年龄对接送方式具有显著影响,其中,女性接送者更偏向于选择非机动车接送,学生年龄越小,家长更偏向于选择非机动车接送;后续行程目的为上班的家长更偏向于选择机动车接送;小汽车接送者的接送时间相对较长,但该接送方式承担的生理成本和延误时间相对较少;电动车接送者承担的生理成本和时间成本都较低.依据研究结果,从家庭、学校和交通管制等维度对学生通学出行提出相关改善建议,能够为相关部门从学生通学的角度制定交通规划管理政策、方案提供指导.

乡村学校“双减”政策执行:重点、难点及应对策略

乡村教育是我国义务教育阶段的关键环节和重要部分,探讨乡村学校“双减”政策执行的重点、难点及应对策略具有重要现实意义。强化乡村学校阵地作用、提升乡村课堂质量标准、打造特色学校课后服务和完善家校协同育人机制是乡村学校落实“双减”政策的重点。乡村学校“双减”政策执行的难点主要有:学生作业能否减量提质,课后服务能否满足学生需求,教师负担能否减轻,家长焦虑能否切实缓解。为此,通过改善作业布置方式、创新课后服务形式、加强师资队伍建设和强化家校沟通效果等实践路径,可以提升“双减”政策在乡村学校执行的效果。

在一起就足够了吗?——父母参与类型与学前流动儿童入学准备关系的潜在剖面分析

如何精准识别流动家庭父母参与类型,支持学前流动儿童做好入学准备,缓解处于劣势的人力资本的代际传递,是以人口高质量发展支撑中国式现代化的重要议题。本研究基于等比例分层抽样进行问卷调查,抽取珠三角地区252所幼儿园的252个大班班级的3319名大班流动儿童及其父母为研究对象,通过潜在剖面分析深入勾勒学前流动儿童父母参与的类型特征和不同亚组的人口学特征,并进一步探索父母参与类型与儿童入学准备的关系。结果显示,流动儿童的父母参与包含四种类型:低认知度—中低行为频率型(“躺平型”,26.60%)、中认知度—中高行为频率型(“仰卧起坐型”,27.36%)、中认知度—低行为频率型(“有心无力型”,24.59%)、高认知度—高行为频率型(“卷心菜型”,21.45%)。大多数流动家庭无法兼顾“赚钱养家”和“陪娃顾家”,育儿实践知行错位;家庭背景因素对父母参与类别有预测作用,家庭经济与文化资本是导致差异的重要因素。父母的认知水平和参与频率的全面卷入可以更好地支持儿童入学准备,父母如何做比怎么想更加重要。研究提出三点教育建议:幼儿园和教师应积极关注流动儿童及其父母群体,识别不同父母参与类型,为不同流动儿童家庭的父母提供有针对性的支持;政府需要优化流动儿童教育政策,推动建设育儿友好型社会,解决父母时间枯竭的育儿困境;父母应主动肩负家庭教育主体责任,将认知转化为积极参与的行为,父母参与的知行合一可以全面提升儿童的发展水平。

“幼小衔接”中的育儿焦虑——以一座中型城市为例

在追求教育高质量发展、“80后”与“90后”家长担当家庭教育主力军的时代,家长对孩子的教育问题持以更高的关注度。“幼小衔接”是幼儿面临的第一个关键转折点,家长在面对幼儿园与小学阶段的诸多差异以及孩子入学准备过程中的不确定因素时,压力积累到一定程度就变成了育儿焦虑。调查发现,在入学准备阶段,大班幼儿家长的育儿焦虑程度中等偏上;焦虑内容呈现多样化;学习焦虑显著突出;育儿焦虑在幼儿胎次、幼儿园性质、家长学历等变量上存在显著差异。为纾解育儿焦虑,大班幼儿家长要加强学习反思,树立科学的衔接理念;学校要构建合作机制,优化评估指导实践;政府要调动各方力量,共同为家长减负降压。

心理韧性、父母情感支持与学生主观幸福感间的关系——基于PISA2018中国四省市数据分析

提升学生的幸福感是实现人的全面发展的必然要求,也是教育事业的重大使命。学生身心等非智力因素的发展在提高教育质量,全面推进素质教育等方面越来越受到重视。基于PISA2018中国四省市12058名中学生的调查数据,发现心理韧性、父母情感支持与学生主观幸福感均呈现正相关性;父母情感支持与心理韧性对学生主观幸福感有显著正向的线性影响,同时父母情感支持通过心理韧性的中介作用影响学生的主观幸福感。由此,提出了在言语鼓励、创造积极性情境、增强亲子互动方面父母应当给予学生情感支持以及从学校、教师与学生自身三个层面提升学生心理韧性的建议。