This study explores the content validity of a profile used to describe the communication behaviour of people with intellectual disabilities. The profile, named Biala-II - a Wiradjuri (an Australian Aboriginal language) word for "I understand you" - makes use of the knowledge of informants who are able to provide specific and detailed information on the ways in which a person communicates. This information can be used by ''communication partners'' to guide their interactions with a person whom they do not know well. Five samples of experts - parents, researchers, residential workers, speech pathologists, and special education teachers - rated 16 "best practice" indicators and then rated Biala-II in relation to these indicators. They also answered questions about specific features of the profile with attention to the methodology employed and the likelihood that its use would improve communication with people with an intellectual disability. The results reveal a high level of support for the profile. 相似文献
The aim of this research was to critically examine methods for reducing incidences of aggression within adolescence. To achieve this aim, a proactive intervention programme was devised and implemented aimed at changing attitudes towards physical and relational aggression through social skills education within the College’s tutorial programme. The research involved the implementation of an intervention programme that consisted of three workshops based on social skills training, problem solving and anger management techniques, the development of empathic skills, education on the role of the bystander, and victimisation prevention strategies (N = 158). Two self-report questionnaires were administered, pre-test and post-test to analyse the effectiveness of the intervention programme. The questionnaires included measures of attitude towards physical and relational aggression; victimisation; popularity and aggression; bystander and victimisation beliefs; and empathy towards victims. A control group completed the two questionnaires in the same time frame but without undertaking the intervention workshops. Post implementation, aggression scores for both physical and relational aggression significantly decreased for the intervention group against a control. Additionally, popularity was found to positively correlate with both physical and relational aggression. This study highlights the necessity for intervention programmes in educational environments in terms of the shaping of prosocial attitudes of students and to ensure the safeguarding of students. 相似文献
Students’ goal strivings are known to be connected with important outcomes, both academically and with regard to individual well-being. In spite of their importance, our knowledge of factors contributing to their early development is rather limited. In this longitudinal study on school beginners (N = 212), we focused on the interrelationships between achievement goal orientations (mastery; performance-approach; performance-avoidance; work-avoidance) and two temperamental sensitivities that appear relevant for the developing sense of mastery and performance in the school setting: interindividual reward sensitivity (reward derived from social approval and attention) and sensitivity to punishment (propensity to perceive cues of potential threat in the environment, and react with withdrawal and avoidance). The data were collected over the first three school years, from grade 1 (7–8 years) to grade 3 (9–10 years), and analysed using PLS-SEM. As expected, both temperamental sensitivities and achievement goal orientations remained relatively stable over time. Interindividual reward sensitivity was related negatively with mastery and positively with performance-approach and performance-avoidance orientations, from the first through to the third year. Punishment sensitivity had a positive effect on performance-avoidance orientation, and indirect, reciprocal, negative effects with performance-approach orientation. The findings provide new knowledge on early relationships between temperament and goal strivings. Interindividual reward sensitivity appears consistently associated with performance concerns and decreased mastery strivings. Such connections may have long-standing negative influence on students’ educational trajectories, and point to the importance of acknowledging individual differences in temperament and their role in motivation and learning.
The primary aim of this paper is to identify and theoretically validate the relationships between core game design elements and mechanics, user motivation and engagement and consequently learning. Additionally, it tries to highlight the moderating role of player personality traits on learning outcomes and acceptance and suggest ways to incorporate them in the game design process. To that end, it outlines the role of narrative, aesthetics and core game mechanics in facilitating higher learning outcomes through intrinsic motivation and engagement. At the same time, it discusses how player goal orientation, openness to experience, conscientiousness, sensation seeking and need for cognition influence the translation of the gameplay experience into valuable learning outcomes and user acceptance of the technology. 相似文献
Little is known about the use of metaphors in problem solving. In this study, a group of 20 year olds attempted to solve problems with the help of different kinds of metaphors (apt vs. nonapt; remote vs. literal). Different kinds of metaphors were valuable for different aspects of problem solving and for people of differing levels of creativity, but the use of metaphor did not depend on level of intelligence. Literal metaphors did not impede creative thinking, as long as they were apt.
In the Netherlands, Turkish–Dutch children constitute a substantial group of children who learn to speak Dutch at the age of four after they learned to speak Turkish. These children are generally academically less successful. Academic success appears to be affected by both language proficiency and working memory skill. The goal of this study was to investigate the relationship between language skills and working memory in Turkish–Dutch and native-Dutch children from low-income families. The findings revealed reduced Dutch language and Dutch working-memory skills for Turkish–Dutch children compared to native-Dutch children. Working memory in native-Dutch children was unrelated to their language skills, whereas in Turkish–Dutch children strong correlations were found both between Turkish language skills and Turkish working-memory performance and between Dutch language skills and Dutch working-memory performance. Reduced language proficiencies and reduced working-memory skills appear to manifest itself in strong relationships between working memory and language skills in Turkish–Dutch children. The findings seem to indicate that limited verbal working-memory and language deficiencies in bilingual children may have reciprocal effects that strongly warrants adequate language education. 相似文献
While focus on quality in Danish higher education has been growing in recent years, limited attention has been devoted to developing and thoroughly validating instruments that allow collecting data about university students’ perceptions of the teaching-learning environment. Based on data from a large sample of Danish university students, a Danish version of the Learn questionnaire was validated using confirmatory and exploratory factor analysis. Analyses confirmed the existence of three scales reflecting students’ approaches to learning and six scales reflecting students’ perception of the teaching-learning environment. The results suggest that the Danish version of Learn is a valid instrument to be used for evaluation of the teaching-learning environment as well as for research into Danish university students’ learning strategies. 相似文献