1
روان شناسی و مشاوره::
رفتار مطلوب اجتماعی، رفتار جامعه پسند، رفتار مطلوب اجتماعی
Finally, students' appraisals of teacher emotional support have been related to students' pursuit of goals to behave in prosocial and responsible ways (Wentzel, 1994, 1997, 1998, 2003) as well as their actual prosocial behavior (David- son, Gest, & Welsh, 2010).
In contrast, Wentzel, Filisetti, and Looney (2007) reported that perceived peer (but not teacher) expectations for positive social behavior predicted middle school students' motivation for prosocial behavior.
Their social goal pursuit tends to mediate relations between perceived teacher supports and students' prosocial behavior (Wentzel, 2002).
Mindfulness programs for school-aged students (ages 5-18 years) are being investigated in relation to a variety of outcomes, including the development of attention and self-regulation, well-being, motivation and learning, peer relationships, and prosocial behavior (e.g.
, 2004), enhanced academic performance in college students (Smallwood, Fishman, & Schooler, 2007), and prosocial behavior (Condon, Desbordes, Miller, & DeSteno, 2013).،aggressors that promote social skills, prosocial behavior and empathic
or prosocial behavior.
school with an investment in prosocial behaviors and beliefs.
individuals who engage in prosocial behaviors and who regulate prosocial
belonging in the social environment of the school and help promote prosocial behaviors.،displayed less prosocial behavior.
Because we assume that the executive functions are less well developed in D/ HH students, it is predicted that this is associated with a higher rate of behavioral problems, which includes all domains covered (emotional problems, conduct prob- lems, hyperactivity, peer problems, prosocial behavior).
The questionnaire is therefore a measure of the difficulties as perceived by the teachers (emotional problems, conduct problems, hyperactivity, peer problems, total difficulties score, prosocial behavior; Rothenberger & Woerner, 2004).
A reliability check on the data from the present study according to the two groups of D/HH students at schools for the deaf and at general schools was also very satisfactory (Cronbach's alpha: subscale "emotional symptoms": .74; subscale "conduct orders": .69; subscale "hyperactivity/inattention": .80; subscale "peer relationship problems": .78; subscale "prosocial behavior": .79; total difficulties score: .84).
Scales Total difficulties score Emotional symptoms Conduct problems Hyperactivity/ inattention Peer relationship problems Prosocial behavior Communicative competence Inhibit .68*** .25*** .66*** .67*** .30*** −.53*** −.29*** Shift .51*** .56*** .26*** .26*** .36*** −.28*** −.25*** Emotional control .61*** .46*** .54*** .33*** .40*** −.40*** −.21** Initiate .51*** .35*** .29*** .49*** .26*** −.28*** −.40*** Working memory .64*** .33*** .37*** .70*** .32*** −.30*** −.37*** Plan/organize .56*** .31*** .35*** .59*** .29*** −.30*** −.27*** Organization of .38*** .14* .29*** .42*** .16* −.26** −.11 materials Monitor
واژگان شبکه مترجمین ایران