Little research has examined how attachment styles in childhood are related to current romantic relationship experiences. The aim of this study was to explore the association between perceptions of childhood experienc...Little research has examined how attachment styles in childhood are related to current romantic relationship experiences. The aim of this study was to explore the association between perceptions of childhood experiences with parents, attachment styles in romantic relationships, and relationship satisfaction in a sample of young adults. The sample consisted of 227 participants, 153 of which were university students and the remaining 69 were members of the general population. Of these, 177 (78%) were female and 50 (22%) were male, with an age range of 18 - 39. Participants completed a battery of self-report measures assessing their attachment style in romantic relationships, satisfaction in their current romantic relationship, and an adjective checklist describing their parents and their parent’s relationship with each other. The majority of males had an avoidant-fearful style, while females tended to have an avoidant-fearful or secure style. Findings were that participants’ descriptions of their mother, father, and parental relationship were associated with their attachment style. In terms of a current romantic relationship, those with a secure attachment style were much more likely to be in a relationship whereas those with an avoidant-fearful style were not. Secure participants were more satisfied in their relationships than the insecure styles of attachment. Finally, chi-square tests revealed that there was no association between gender and attachment style. Results were discussed in terms of methodological limitations such as the use of self-report measures;theoretical weaknesses for example the variability in the approaches used in attachment research;and future research, which included the use of longitudinal studies which may offer insight into how early parenting behaviours act as predictors of later relationship functioning.展开更多
Teacher-child relationship is an important factor for the overall development of the child. It is also a reflector of child centred teaching practices, classroom quality and child outcomes. These relationships are inf...Teacher-child relationship is an important factor for the overall development of the child. It is also a reflector of child centred teaching practices, classroom quality and child outcomes. These relationships are influenced by many factors that are personal to teacher and child and are also related to the classroom environment. Positive teacher-child relationships develop warm and secure teacher-child bondings which are beneficial for the socioemotional and academic success of the child. Dependent and conflictual teacher-child relationships are stressful for teachers and have a negative outcome for the child. This paper explores the literature to recognise the factors affecting teacher-child relationships and have proposed a conceptual framework to understand these relationships in ethnically and socioeconomically diverse classrooms. Literature has tried to define these relationships according to the attachment theory or through bio-ecological model of development thus ignoring the role of culture as a major factor in formation of these relationships. This paper used Bourdiue’s theory of Capital, Field and Habitus and Contextual System Model of Pianta as theoretical framework and proposes Cultural Framework for teacher-child relationships.展开更多
Objective:The study is to analyze the influence of parent-child relationship on pupils’learning motivation,and to explore the mediating mechanism of teacher-student relationship in parent-child relationship and learn...Objective:The study is to analyze the influence of parent-child relationship on pupils’learning motivation,and to explore the mediating mechanism of teacher-student relationship in parent-child relationship and learning motivation.Method:This study conducted a questionnaire survey on 213 pupils in Grades 5 and 6 in two schools in Beijing using Pianta’s teacher-student relationship scale revised by Qu,Dornbush’s parent-child intimacy scale revised by Zhang and the learning motivation scale adapted by Hu.Results:Gender,grade,whether they are the only child and to be a class cadre or not show significant differences in some dimensions of parent-child relationship,teacher-student relationship and learning motivation.The total scores of parent-child relationship,teacher-student relationship and learning motivation are positively correlated,and some sub dimensions are also significantly correlated.Parent-child relationship and teacher-student relationship have a significant positive predictive effect on learning motivation,and parent-child relationship has a significant positive predictive effect on teacher-student relationship.Teacher-student relationship plays a mediating role in the influence of parent-child relationship on learning motivation.Conclusions:Parent-child relationship can promote the relationship between teachers and students,and then enhance pupils’learning motivation.展开更多
Objectives:This study aimed to identify facilitators and barriers to parent-child communication in pediatric palliative care,providing insights for medical professionals developing targeted interventions to enhance pa...Objectives:This study aimed to identify facilitators and barriers to parent-child communication in pediatric palliative care,providing insights for medical professionals developing targeted interventions to enhance parent-child communication and improve its effectiveness.Methods:Whittemore and Knafl’s integrative review method was employed to guide a systematic search for literature in six databases(Medline,Embase,CINAHL Complete,PsycINFO,Web of Science,and Cochrane Library).Peer-reviewer articles published in the English language from inception to December 2023.All of the identified studies were screened,extracted,and analyzed independently by two researchers.Results:Twenty-four articles were included.Thefindings of the relevant studies were analyzed using thematic analysis.Four themes were identified as facilitators:legacy-making,resilience training programs,guidance from the healthcare team,and positive communication.Seven themes were identified as barriers:denial,being unprepared and evasive,mutual protection,being overwhelmed by painful emotions and overloaded with information,incorrect views of medical professionals and parents,negative communication,and cultural context.Conclusions:Parents and professionals should avoid myths about protecting the child and encourage open communication that respects the child’s wishes.The specialized pediatric palliative care team should carefully monitor parent-child communication,determine if any obstacles exist,and design more interventions to enhance it.展开更多
文摘Little research has examined how attachment styles in childhood are related to current romantic relationship experiences. The aim of this study was to explore the association between perceptions of childhood experiences with parents, attachment styles in romantic relationships, and relationship satisfaction in a sample of young adults. The sample consisted of 227 participants, 153 of which were university students and the remaining 69 were members of the general population. Of these, 177 (78%) were female and 50 (22%) were male, with an age range of 18 - 39. Participants completed a battery of self-report measures assessing their attachment style in romantic relationships, satisfaction in their current romantic relationship, and an adjective checklist describing their parents and their parent’s relationship with each other. The majority of males had an avoidant-fearful style, while females tended to have an avoidant-fearful or secure style. Findings were that participants’ descriptions of their mother, father, and parental relationship were associated with their attachment style. In terms of a current romantic relationship, those with a secure attachment style were much more likely to be in a relationship whereas those with an avoidant-fearful style were not. Secure participants were more satisfied in their relationships than the insecure styles of attachment. Finally, chi-square tests revealed that there was no association between gender and attachment style. Results were discussed in terms of methodological limitations such as the use of self-report measures;theoretical weaknesses for example the variability in the approaches used in attachment research;and future research, which included the use of longitudinal studies which may offer insight into how early parenting behaviours act as predictors of later relationship functioning.
文摘Teacher-child relationship is an important factor for the overall development of the child. It is also a reflector of child centred teaching practices, classroom quality and child outcomes. These relationships are influenced by many factors that are personal to teacher and child and are also related to the classroom environment. Positive teacher-child relationships develop warm and secure teacher-child bondings which are beneficial for the socioemotional and academic success of the child. Dependent and conflictual teacher-child relationships are stressful for teachers and have a negative outcome for the child. This paper explores the literature to recognise the factors affecting teacher-child relationships and have proposed a conceptual framework to understand these relationships in ethnically and socioeconomically diverse classrooms. Literature has tried to define these relationships according to the attachment theory or through bio-ecological model of development thus ignoring the role of culture as a major factor in formation of these relationships. This paper used Bourdiue’s theory of Capital, Field and Habitus and Contextual System Model of Pianta as theoretical framework and proposes Cultural Framework for teacher-child relationships.
基金Collaborative education project of industry university cooperation of the Ministry of Education of China:Research on practice teaching of the competency of future mental health teachers based on virtual reality(No.202102080005).
文摘Objective:The study is to analyze the influence of parent-child relationship on pupils’learning motivation,and to explore the mediating mechanism of teacher-student relationship in parent-child relationship and learning motivation.Method:This study conducted a questionnaire survey on 213 pupils in Grades 5 and 6 in two schools in Beijing using Pianta’s teacher-student relationship scale revised by Qu,Dornbush’s parent-child intimacy scale revised by Zhang and the learning motivation scale adapted by Hu.Results:Gender,grade,whether they are the only child and to be a class cadre or not show significant differences in some dimensions of parent-child relationship,teacher-student relationship and learning motivation.The total scores of parent-child relationship,teacher-student relationship and learning motivation are positively correlated,and some sub dimensions are also significantly correlated.Parent-child relationship and teacher-student relationship have a significant positive predictive effect on learning motivation,and parent-child relationship has a significant positive predictive effect on teacher-student relationship.Teacher-student relationship plays a mediating role in the influence of parent-child relationship on learning motivation.Conclusions:Parent-child relationship can promote the relationship between teachers and students,and then enhance pupils’learning motivation.
文摘Objectives:This study aimed to identify facilitators and barriers to parent-child communication in pediatric palliative care,providing insights for medical professionals developing targeted interventions to enhance parent-child communication and improve its effectiveness.Methods:Whittemore and Knafl’s integrative review method was employed to guide a systematic search for literature in six databases(Medline,Embase,CINAHL Complete,PsycINFO,Web of Science,and Cochrane Library).Peer-reviewer articles published in the English language from inception to December 2023.All of the identified studies were screened,extracted,and analyzed independently by two researchers.Results:Twenty-four articles were included.Thefindings of the relevant studies were analyzed using thematic analysis.Four themes were identified as facilitators:legacy-making,resilience training programs,guidance from the healthcare team,and positive communication.Seven themes were identified as barriers:denial,being unprepared and evasive,mutual protection,being overwhelmed by painful emotions and overloaded with information,incorrect views of medical professionals and parents,negative communication,and cultural context.Conclusions:Parents and professionals should avoid myths about protecting the child and encourage open communication that respects the child’s wishes.The specialized pediatric palliative care team should carefully monitor parent-child communication,determine if any obstacles exist,and design more interventions to enhance it.
