Literaturnachweis - Detailanzeige
Autor/inn/en | Yao, Zhuojun; Wong, Lai |
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Titel | The Effect of the Dizi Gui Intervention on Peer Relationships and Teacher-Student Relationships--The Mediating Role of Prosocial Behavior |
Quelle | In: Journal of Moral Education, 50 (2021) 3, S.384-400 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Yao, Zhuojun) ORCID (Wong, Lai) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7240 |
DOI | 10.1080/03057240.2020.1722080 |
Schlagwörter | Peer Relationship; Intervention; Confucianism; Prosocial Behavior; Predictor Variables; Teacher Student Relationship; Grade 5; Teaching Methods; Elementary School Students; Elementary School Teachers; Attribution Theory; Teacher Attitudes; Comparative Analysis; Educational Philosophy; Foreign Countries; China Peer-Beziehungen; Konfuzianismus; Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Ausland |
Abstract | Although prosocial behavior has been regarded as a critical predictor of positive peer relationships and teacher-student relationships, more interventional studies are needed to more confidently determine causality. Dizi Gui instruction, a Confucian classical approach, was used in the current research as a prosocial behavior intervention to test whether it would improve Chinese adolescents' peer relationships and teacher-student relationships through the increase of prosocial behavior. Four classes of fifth grade students (N = 242, 118 males, 124 females) participated. The results showed that the Dizi Gui instruction effectively increased students' prosocial behavior, which in turn, improved their peer relationships and teacher-student relationships. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |