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父母言行對(duì)孩子產(chǎn)生重大影響
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2017/4/24 14:16:05

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父母言行對(duì)孩子產(chǎn)生重大影響

Parents make a big difference just by talking

父母言行對(duì)孩子產(chǎn)生重大影響

The OECD has produced an international study of well-being and how young people feel about their lives.

經(jīng)合組織已經(jīng)發(fā)布了一項(xiàng)幸福和年輕人如何感知自己生活的國(guó)際研究。

The think tank’s education director Andreas Schleicher explains how much positive impact can come from simple changes such as parents taking time to talk to their children and eating a meal together.

智囊團(tuán)教育總監(jiān)安吉拉解釋道，父母花時(shí)間與孩子們聊天，一起吃飯等簡(jiǎn)單的變化可以產(chǎn)生多少積極的影響。

Perhaps the most distressing threat to student well-being is bullying, and it can have serious consequences for the victim, the bully and bystanders.

也許，對(duì)學(xué)生幸福而言最痛苦的威脅就是欺侮，它對(duì)受害者，欺負(fù)者和旁觀者可能會(huì)造成嚴(yán)重后果。

This international study shows how widespread this can be, across borders and cultures, in schools of many different kinds.

這項(xiàng)國(guó)際研究表明，欺侮是多么的普遍，跨越了邊境和文化，存在于很多不同種類的學(xué)校里。

On average, across OECD countries, about 11% of teenagers reported they were frequently mocked, 7% were "left out of things", 8% were the subject of hurtful rumours and about 4% - that is still roughly one per class - were being hit or pushed around.

平均而言，在經(jīng)合組織國(guó)家中，約有11%的青少年報(bào)告自己經(jīng)常被嘲笑，其中7％被“遺棄”，8％受到謠言的傷害，約4％，即每班大概有一個(gè)學(xué)生被打或者被擺布。

A substantial number of young people feel isolated, humiliated, feel like an outsider at school or are physically assaulted.

大量的年輕人感到被孤立，羞辱，感覺(jué)是學(xué)校里的外人或者身體受到毆打。

This matters, because schools are not just places where students learn about academic subjects.

這很重要，因?yàn)閷W(xué)校不僅僅是學(xué)生學(xué)習(xí)學(xué)術(shù)科目的地方。

It’s one of the first places where children experience society and the behaviour of other people. It should be where young people learn about resilience and ambition.

這是兒童體驗(yàn)社會(huì)和其他人行為的第一個(gè)地方。這應(yīng)該是年輕人了解適應(yīng)性和野心的地方。

And whether positive or negative, this time in school will have a profound influence on these young people.

不管積極還是消極，在學(xué)校的時(shí)光將對(duì)這些年輕人產(chǎn)生深遠(yuǎn)的影響。

The evidence of countries such as Finland, the Netherlands and Switzerland shows that it is not a case of choosing between high academic standards and high levels of satisfaction with life - it is possible to have both.

芬蘭，荷蘭和瑞士等國(guó)家的證據(jù)表明，在高學(xué)術(shù)標(biāo)準(zhǔn)的高生活滿意度之間選擇是不可能的，有可能兩者兼具。

It also shows there is no link between long hours of study and students’ sense of satisfaction. The frequency of tests, perhaps counter to expectations, also seems to be unrelated to anxiety about school.

證據(jù)也表明，長(zhǎng)時(shí)間學(xué)習(xí)和學(xué)生滿意度之間沒(méi)有聯(lián)系。測(cè)試頻率可能有悖期望，似乎也和學(xué)校焦慮無(wú)關(guān)。

But what does seem to make a difference to well-being are the relationships between students, teachers and parents.

但是似乎對(duì)幸福產(chǎn)生影響的是學(xué)生，老師和父母之間的關(guān)系。

A negative relationship with teachers is a major threat to students’ sense of belonging in school. And conversely, "happy" schools are likely to report much more positive relations between staff and students.

和老師關(guān)系差是學(xué)生在學(xué)校歸屬感的主要威脅。相反?！翱鞓?lè)的”學(xué)?？赡軋?bào)告師生之間關(guān)系更積極。

On average across countries, students who reported that their teacher is willing to provide help and is interested in their learning are also about 1.3 times more likely to feel that they belong at school.

就各國(guó)平均水平而言，報(bào)告他們的老師愿意提供幫助并且對(duì)他們的學(xué)習(xí)感興趣的學(xué)生可能感覺(jué)他們屬于學(xué)校的概率是平均水平的1.3倍。

Students who reported unfair treatment by teachers were 1.7 times more likely to report feeling isolated.

報(bào)告獲得老師不公正待遇的學(xué)生可能報(bào)告感覺(jué)被孤立的幾率是1.7倍。

This is important. Teenagers look for strong social ties and they value acceptance, care and support from others. Adolescents who feel they are part of a school community are more likely to perform better academically and be more motivated in school.

這個(gè)很重要。青少年尋求穩(wěn)固的社會(huì)關(guān)系，重視他人的接受，關(guān)心和支持。覺(jué)得自己是學(xué)校社會(huì)一部分的青少年更有可能在學(xué)業(yè)上表現(xiàn)更好，更有動(dòng)力。

There are also big differences between countries on these measures.

在這些措施上，國(guó)家間的差距也很大。

About three quarters of students feel they belong at school, and in some of the highest performing education systems, including Taiwan, Japan, the Netherlands, Vietnam, Finland, South Korea, Estonia and Singapore, that share is even higher.

約四分之三的學(xué)生覺(jué)得自己屬于學(xué)校，在一些表現(xiàn)最好的教育系統(tǒng)里，包括臺(tái)灣，日本，荷蘭，越南，芬蘭，韓國(guó)，愛(ài)沙尼亞和新加坡，這個(gè)比例甚至更高。

But in France it is just 41% - and there can be big differences in some countries in this sense of belonging for children from immigrant families.

但在法國(guó)，這一比例只有14%——在一些國(guó)家，來(lái)自移民家庭兒童的歸屬感大有不同。

While the frequency of tests might not affect student well-being, there does seem to be a more negative influence if tests are seen as "threatening".

盡管測(cè)試的頻繁性可能不會(huì)影響學(xué)生的幸福，但是如果測(cè)試被認(rèn)為是“威脅的”，似乎確實(shí)有更消極的影響。

This anxiety, even among well-prepared students, can also be linked to the relationships with teachers. If teachers are seen as supportive there is likely to be less stress.

即便是在準(zhǔn)備充分的學(xué)生中，這種焦慮也可能和老師關(guān)系聯(lián)系。如果老師被視為是支持的，這里的壓力可能小一些。

Where students feel that teachers do not rate their chances of success fairly, there is even more worry, with 62% of students reporting high levels of exam tension.

如果學(xué)生覺(jué)得教師沒(méi)有公平地評(píng)估成功的機(jī)會(huì)，那么還有更多的擔(dān)心，62％的學(xué)生報(bào)告考試緊張水平高。

And in all countries, girls reported greater schoolwork-related anxiety than boys.

在所有的國(guó)家，女生報(bào)告的學(xué)校作業(yè)壓力比男生多。

The fear of making mistakes on a test often disrupts the performance of top-performing girls who "choke under pressure".

在測(cè)試中犯錯(cuò)誤的恐懼經(jīng)常會(huì)擾亂壓力下表現(xiàn)最好女孩的表現(xiàn)。

Another major factor in young people’s lives is the time spent online.

年輕人生活中的另一個(gè)主要因素是網(wǎng)上花費(fèi)的時(shí)間。

Across OECD countries, 26% of students on average spend six hours per day online at weekends and 16% spend a similar time online on weekdays.

在經(jīng)合國(guó)家中，26%的學(xué)生周末每天平均上網(wǎng)六個(gè)小時(shí)。16%的學(xué)生周中也花費(fèi)同樣的時(shí)間上網(wǎng)。

Extreme internet use, more than six hours per day, has a negative impact on students’ well-being.

過(guò)度使用網(wǎng)絡(luò)（每天超過(guò)六個(gè)小時(shí)），會(huì)對(duì)學(xué)生幸福產(chǎn)生消極影響。

Last but not least, parents make a big difference.

最后，父母起很大的影響。

Students with high levels of life satisfaction were significantly more likely to have parents who regularly spent time talking to them.

生活滿意度高的學(xué)生顯然父母更有可能經(jīng)常和他們交流。

Parents who sat around the table to eat their main meal with their children and talked about how they were getting on at school also made a difference.

坐在桌旁和孩子一起吃飯并且談?wù)撍麄冊(cè)趯W(xué)校情況的父母也有影響。

"Spending time just talking" is the parental activity most frequently and most strongly associated with students’ life satisfaction.

“花時(shí)間交流”適合學(xué)生生活滿意度聯(lián)系最頻繁，最強(qiáng)的父母活動(dòng)。

It seems to matter for academic performance too.

這似乎也是學(xué)業(yè)表現(xiàn)的關(guān)鍵。

Students whose parents regularly talked to them were two-thirds of a school-year ahead in science, and even after accounting for social background, the advantage remains at one-third of a school year.

父母經(jīng)常和他們交流的學(xué)生，科學(xué)學(xué)年成績(jī)名列前三分之二，即便是社科背景，這一優(yōu)勢(shì)仍然在三分之一。

The results are similar for parents eating meals with children.

和孩子吃飯的父母結(jié)果是相同的。

The strength of this relationship is well beyond the impact of most school resources and school factors measured by Pisa tests.

這種關(guān)系的力量遠(yuǎn)遠(yuǎn)超出了比薩測(cè)試中大多數(shù)學(xué)校資源和學(xué)校因素的影響。

Even though this shows the powerful positive effect of parental interest, for many parents, spending time just talking to their child is a rare occurrence.

即使這顯示了父母興趣的強(qiáng)大積極效果，對(duì)許多父母來(lái)說(shuō)，花時(shí)間與孩子說(shuō)話是一件很少的事情。

Some parents find it difficult to participate in their children’s school life, maybe because of inflexible work schedules, lack of childcare or language barriers.

也許是因?yàn)殪`活的工作時(shí)間，缺乏童年關(guān)懷和語(yǔ)言障礙，一些父母覺(jué)得很難參與他們孩子的學(xué)校生活。

But schools could do more to help parents overcome these barriers. If parents cannot leave work to attend school meetings, then perhaps parents could talk by phone or video.

但學(xué)?？梢宰龈嗟墓ぷ鱽?lái)幫助父母克服這些障礙。如果家長(zhǎng)不能離開工作參加學(xué)校會(huì)議，那么家長(zhǎng)可以通過(guò)電話或視頻聊天。

There could also be support from government, such as incentives for employers to improve the work-life balance.

這也能獲得政府的支持，比如激勵(lì)員工提升工作和生活平衡。

Parents can also help children manage test anxiety by encouraging them to trust in their ability.

父母也能通過(guò)鼓勵(lì)孩子相信自己的能力來(lái)幫助他們管理測(cè)試焦慮。

The challenges to the well-being students are many and there are no simple solutions. But the findings from this study show how teachers, schools and parents can make a real difference.

幸福學(xué)生的挑戰(zhàn)很多，沒(méi)有什么簡(jiǎn)單的解決方法，但是這項(xiàng)研究的發(fā)現(xiàn)展示出老師，學(xué)校和父母是如何產(chǎn)生真正影響的。

The challenges to the well-being students are many and there are no simple solutions. But the findings from this study show how teachers, schools and parents can make a real difference.

幸福學(xué)生的挑戰(zhàn)很多，沒(méi)有什么簡(jiǎn)單的解決方法，但是這項(xiàng)研究的發(fā)現(xiàn)展示出老師，學(xué)校和父母是如何產(chǎn)生真正影響的。

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