Videotaped Self-Modeling: The Next Step in Modeled Instruction

Videotaped self-modeling refers to a procedure by which children are allowed to view themselves functioning at a slightly higher level than their normal ability through the creative use of videotaping and editing procedures. This form of modeling and observation of positive behaviors is seen as a logical extension of other forms of modeling currently practiced in instructional situations (i.e., adult and peer modeling) and of research into attributes of optimal models. A review of research on the efficacy of videotaped self-modeling across an array of behaviors and ages is presented as well as suggestions for classroom and clinic implementation.     

Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers’ self-efficacy beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This study has implications for science teacher educators.     

Vicarious language instruction with bilingual children through self-modeling

The present experiment was conducted to determine the effectiveness of a self-modeling procedure and a self-modeling procedure combined with social reinforcement on the language acquisition of bilingual children. In the self-modeling condition the children were prompted to mimic portions of sentences on audiotape. These fragments were edited into complete sentences and served as models during instruction. Children in the self-modeling group displayed significantly more adjective usage and adopted more of the modeled content than children whose self-modeled responses were socially reinforced and children assigned to the two control conditions.     

Effects of Covert Modeling and Written Material on the Acquisition of a Counseling Strategy

This study investigated the efficacy of covert other modeling, covert self-modeling, and written material on the acquisition of a counseling strategy that involved developing goals. Thirty-six student counselors were assigned randomly to the following four treatment conditions: covert other model, covert self-model, written material, and delayed-treatment control. Written pretest, posttest, retention test measures, and role-play pre- and posttest measures were obtained. A repeated measures ANOVA revealed that performance on the written measures for the three treatment groups increased significantly from pre- to post- testing and from pre- to retention testing. On the role-play measure, the performance of the three treatment groups also increased significantly from pre- to posttesting. The performance of the control group on pre- and posttesting for the written and role-play measures did not increase significantly.     

网络环境下数学建模过程的系统模式探究

基于对网络环境下大学生数学建模的过程以及多年来我们指导大学生数学建模的成功经验,结合国内外问题求解相关理论的思考,构建数学建模过程的系统模式.模式刻画了网络环境下数学建模过程的外显求解行为和内隐认知活动,填补了网络环境下数学建模过程模式研究的空白.     

Self-modeling as an intervention to increase student classroom participation

The effect of self-modeling as an intervention to increase individual participatory behavior in the classroom was investigated using a multiple baseline design across three second grade students with a follow-up. In addition, a control student was employed to further investigate the effects of the intervention. Self-modeling is defined as the positive change in behavior resulting from spaced viewing of oneself on edited tapes depicting exemplary behavior. Students viewed edited videotapes of themselves successfully volunteering to participate in class by raising their hand. The three students, during baseline, had a mean participation rate ranging between 8% and 24% compared with the control student's rate ranging between 53% and 63%. During intervention, the mean participation rate ranged between 28% and 60% compared with the control student's rate ranging between 43% and 46%. At follow-up, students had a mean percentage rate ranging between 44% and 64% compared with the control student's rate of 53%. Thus, they more closely approximated or surpassed the control student's mean rate of participation during intervention and follow-up, suggesting that the self-modeling intervention was effective in increasing individual participatory behavior in the classroom. © 1998 John Wiley & Sons, Inc.     

A Comparative Study of Positive and Negative Modeling in Counselor Training

Modeling procedures have come to play a major role in counselor training. A substantial body of literature has accumulated in support of the use of modeling in counselor training. Relatively little attention has been paid to the use of negative models in the training process. This is due, at least in part, to the hypothesis that negative models inevitably interfere with the acquisition of positive performance behaviors. This study was designed to directly compare the effects of positive and negative models in counselor training. Results suggest that negative modeling can produce training outcomes similar to those achieved by positive models. Further investigation of the role of negative modeling in counselor training is recommended. Several specific directions for continuing research are suggested.     

How does academic achievement come about: cross-cultural and methodological notes

This chapter discusses the possible impact of cross-national diversity in academic institutions, in the selection of students, in the importance of national achievement tests, and cross-national differences in the variation of social background factors. It ends with the strengths and limitations of using path modeling in cross-sectional research. It is of particular interest to note whether study behaviors mediate the impact of students’ abilities on college success, or whether students’ abilities mediate the effect of study behaviors on achievement. A secondary concern is the extent to which the same causal model applies equally to different universities in different countries.     

Effects of televised modeling and active participation on rule-governed question production among native American preschool children

Preschool native-American children were randomly assigned to observation of TV modeling only, observation of TV modeling plus active participation, and control conditions to determine if providing an opportunity to perform behaviors displayed by televised models is more effective than observational learning alone in inducing preschool children's rule-governed production of causal questions. Performance of both experimental groups was significantly superior to controls at posttesting, but only the TV plus active participation group surpassed controls at retention testing. The TV modeling plus participation group asked significantly more causal questions than the TV modeling only group on posttest and retention trials. Implications are discussed for social learning theory and research for instructional programming for minority group children who are faced with the requirements of two cultures.     

Content Familiarity: Differential Impact of Effective Teaching on Student Achievement Outcomes

Improving the quality of higher education for all students requires researchers to focus on factors that potentially influence learning. Of particular interest are student entry characteristics and effective teaching behaviors. Accordingly, structural equation modeling was used to examine the relationships between student differences, prior experience with the subject material, past performances, teaching behaviors, and perceived learning and achievement. A theoretical model containing 8 variables was formulated and tested on students who were either experienced or inexperienced with the course material. The data were gathered at a large midwestern university fitting the Carnegie classification as a research institution. Overall, student achievement is affected by test anxiety and high school GPA. Prior experience with the course content revealed that content-unfamiliar students' perception of learning is more positively influenced by instructor organization than by instructor expressiveness, whereas for content-familiar students, expressiveness is much more influential than organization. Additionally, content-unfamiliar students are more sensitive to both teaching behaviors than content-familiar students. These findings have important implications for administrators, instructors, and researchers.     

A naturalistic observation of verbal discipline modeling in a first grade classroom

Within the context of illustrating three observational techniques: Ad Lib., Focal Child, and All Occurrences of Some Behaviors, verbal disciplinary techniques as used by a regular classroom teacher and a student teacher are compared. Managing, Threatening, and Describing behaviors were observed as these were used as desist attempts by the teachers to stop inappropriate behaviors, and, presumably, to return the children to on-task behaviors.Since discipline is frequently a student teacher's most difficult task, some modeling of the classroom teacher's behaviors were expected to occur. This was found for discipline directed at individual children, but not total group disciplinary attempts. While the regular teacher produced more desists and was more effective in returning the children to on-task behavior, when disruptive children's sequential patterns of behavior were examined the most frequent response was something other than on-task behaviors. Questions are raised about what should be modeled, and when in a sequence of behaviors a teacher should intervene.University of Illinois     

Influences on the congruence between parents’ and teachers’ ratings of young children's social skills and problem behaviors

A comprehensive research base exists concerning the congruence between parents’ and teachers’ ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents’ and teachers’ behavioral ratings of young children with disabilities are congruent. Additionally, previous research has not always correctly proportioned the variance to that between and within classrooms. The purpose of this study was to examine congruence (using hierarchical linear modeling) at the classroom level, rather than the individual student-level, between parents’ and teachers’ ratings of young children's social skills and problem behaviors. We also examined the potential impact of selected family and child demographic variables, including disability, on this congruence. Consistent with other researchers, we found moderate levels of congruence for children's social skills (as framed by strengths-based statements) and low levels of congruence for problem behaviors (as described using deficit-based terminology). Parents’ and teachers’ congruence was higher when rating the social skills of young children with disabilities as compared to young children without disabilities.     

Childhood emotional abuse and disordered eating among undergraduate females: mediating influence of alexithymia and distress

OBJECTIVE: Drawing from stress-vulnerability and trauma theory (e.g., Rorty & Yager, 1996), this paper presents a model of associations among child emotional abuse (CEA), alexithymia, general distress (GD), and disordered eating (DE). This study extended previous research on psychological outcomes of child physical and sexual abuse to explore those of CEA using measures of specific emotionally abusive acts. METHOD: Five hundred and eighty-eight female university students completed self-report surveys consisting of measures of CEA, alexithymia, depression, anxiety, and DE. Structural equation modeling was used to test this conceptual model. RESULTS: Comparison between measurement models suggested that bulimic behavior is a separate construct from restrictive eating behaviors and body dissatisfaction. In the structural model with the best fit, the association between CEA and DE was mediated by alexithymia and GD (i.e., a component of depression and anxiety). Specifically, CEA was associated with alexithymia, which was further related to GD. Then, restrictive eating behaviors and attitudes mediated the relation between GD and bulimic behaviors. By analyzing a second, nested model, this latter pathway was shown to be important. CONCLUSION: While the best-fitting model is only one of many possibilities, these results point to a weak-but significant-complex relation between CEA and DE. They are associated through a series of mediating relations in a multivariate model including alexithymia and GD. The current study supports research suggesting that child emotional abuse can have a negative impact on its survivors. Treatment of those survivors manifesting disordered eating should be holistic, as opposed to targeted towards specific symptoms.     

Understanding Parenting Stress Among Young, Low-income, African-American, First-Time Mothers

The purpose of this study was to test a theoretical model that examined the extent to which cognitive readiness to parent, perceived difficult child temperament, observed parenting behaviors, and positive coping styles predicted parenting stress among young, low-income, first-time, African-American mothers. One hundred and twenty African-American, first-time mothers who applied to the Early Head Start program were selected to participate in this study. Results based on structural equation modeling indicated that: (1) observed positive parenting behaviors were negatively related to parenting stress; (2) difficult child temperament was positively related to parenting stress; (3) positive coping styles did not buffer the relationship between difficult child temperament and parenting stress; (4) difficult child temperament was not directly associated with observed parenting behaviors; (5) cognitive readiness to parent was only indirectly related to parenting stress; and (6) observed parenting behaviors mediated the link between cognitive readiness to parent and parenting stress. Future research directions and implications of these findings for professionals working with young mothers are discussed.     

Does interpretation influence elaboration and environmental behaviors?

Understanding the development of pro-environmental behavioral intentions and behaviors remains one of the greatest challenges for environmental educators worldwide. Using the Elaboration Likelihood Model as a theoretical foundation, we developed surveys to evaluate the influence of the Great Smoky Mountains National Park Junior Ranger program on youths’ (ages 8–13) elaboration (comprised of awareness, interest, and cognitive engagement) and stewardship behaviors. Results suggest that these programs had significant immediate influences on both elaboration as well as stewardship intentions and behaviors. We then investigated whether elaboration was predictive of children’s behavioral intentions and self-reported behaviors associated with stewardship using structural equation modeling (SEM). Results suggest that elaboration accounted for 88% of the variance in participants’ stewardship behaviors/intentions.     

Students’ problem behaviors and teachers’ warmth and demand as predictors of students’ classroom instructional experiences in first grade

The present study utilized both classroom- and student-level observation methods to investigate the relations among first grade students’ (N = 533) problem behaviors and their classroom instructional experiences. Additionally, the role of teachers’ (N = 57) warm demander characteristic, a combination of warmth and responsiveness and classroom control and demand, was considered. Multilevel modeling revealed a positive association between problem behaviors and student time in both teacher-facilitated small-group instruction and off-task, and to less time in types of instruction where students were expected to manage themselves. Interaction effects further indicated that the positive association between problem behaviors and time in teacher-facilitated, small-group instruction only existed when students with more problem behaviors were in classrooms with teachers who were high or average in warm demander characteristic, whereas the opposite pattern existed for students of teachers low in warm demander characteristic. In addition, students of teachers who were high in warm demander characteristic spent less time in disruption/waiting (a main effect), and for these students a positive association between problem behaviors and students’ time in disruption/waiting existed (an interaction effect). Implications for policy, practice, and future research are discussed.     

Toward a theory of teaching: A social learning view

Two hypotheses were investigated: Do teachers spontaneously use modeling techniques during instruction, and are teachers who are trained to use these procedures more effective? Twenty-four teachers attempted to instruct a like number of 5-year-olds to seriate length. Twelve additional youngsters served as uninstructed controls. Untrained teachers made little use of modeling techniques and were generally ineffective. Trained teachers were significantly more effective than their untrained counterparts. Teacher use of specific modeling behaviors correlated with teaching success. The results were discussed from a Social Learning Theory view of teaching.     

Cognitive Comparisons of Students' Systems Modeling in Ecology

This study examined the cognition of five pairs of high school students over time as they built quantitative ecological models using STELLA software. One pair of students emerged as being particularly proficient at learning to model, and was able to use models productively to explore and explain ecological system behaviors. We present detailed contrasts between this and the other pairs of students' cognitive behaviors while modeling, in three areas that were crucial to their modeling productivity: (a) focusing on model output and net interactions versus on model input and individual relationships when building and revising models, (b) exploring the nature and implications of dependencies and feedbacks versus just creating these as properties of complex systems, and (c) using variables versus constants to represent continuous and periodic functions. We then apply theories of the multifaceted nature of cognition to describe object-level, metalevel, and emotional dimensions of cognitive performance that help to explain the observed differences among students' approaches to STELLA modeling. Finally, we suggest pedagogical strategies for supporting all types of students in learning the central scientific practice of model-based quantitative thinking.     

儿童问题行为研究热点领域构成及演变——基于1999-2019年CNKI数据库1050篇文献的可视化分析

为推进儿童问题行为研究深入发展,更客观地了解近20年来儿童问题行为研究的热点领域构成及演变,对未来的发展趋势进行更好地预测,使用