Controlling the complexity in comparing search user interfaces via user studies

Over time, researchers have acknowledged the importance of understanding the users’ strategies in the design of search systems. However, when involving users in the comparison of search systems, methodological challenges still exist as researchers are pondering on how to handle the variability that human participants bring to the comparisons. This paper present methods for controlling the complexity of user-centered evaluations of search user interfaces through within-subjects designs, balanced task sets, time limitations, pre-formulated queries, cached result pages, and through limiting the users’ access to result documents. Additionally, we will present our experiences in using three measures – search speed, qualified search speed, and immediate accuracy – to facilitate the comparison of different search systems over studies.     

La participation des parents a l'ecole primaire trente ans apres: un objectif encore a atteindre

This study examines the perceptions which teachers, head teachers and parents have of the participation of parents in the running of primary schools. While participation has been widely advocated (in North America, Europe and Africa), it appears that there are still tensions between the school and the family. The study shows that parents who are members of school councils state that they favour participation while teachers express some doubts on the positive aspects. Headteachers are more convinced, however. A number of variables help to differentiate the results, such as environment (rural, semi-urban or urban), and the sub-group to which the respondents belong (parents who are members or non-members of school councils, and teachers of different grades). The discussion considers the need for dialogue and consideration of each person's position in the interest of creating conditions favourable to children's development.     

Fostering Reflection in Pupils with Learning Difficulties

This paper reports on the classroom experiences of 11‐year‐old pupils attending four Scottish special schools. The focus was on reflection by pupils, that is the extension of their thinking ‘beyond the given’, in reasoning, problem solving and metacognition, and on ways in which teachers facilitate the process of reflection in pupils who have moderate degrees of difficulty in learning.     

Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?

The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed.     

Initial Validity Evidence for the State Mindfulness Scale for Physical Activity With Youth

Experiencing mindfulness during movement-based interventions (e.g., yoga) may help support adaptive physical activity motivation processes in youth. However, there is currently no measure for assessing state mindfulness with youth within the context of physical activity. The purpose of this study was to qualitatively and quantitatively evaluate a measure of state mindfulness for physical activity in youth. In study one, cognitive interviews with youth (N = 15) ages 8–13 evaluated the State Mindfulness Scale for Physical Activity item comprehension and preference for developmentally worded modifications. Results suggest that problems with item comprehension were more likely in youth younger than 10. In study two, the State Mindfulness Scale for Physical Activity, or a modified version, was administered randomly to middle-school students (N = 481). Internal consistency reliability, confirmatory factor analyses, model-based reliability omega, and correlations with theoretically relevant variables combined with the qualitative evidence provided stronger initial support for the use of the original State Mindfulness Scale for Physical Activity with middle-school students.     

Effects of a physical education-based coping training on adolescents’ coping skills,stress perceptions and quality of sleep

Background: Although most adolescents successfully manage the transition between childhood and adulthood, the speed and magnitude of these changes may exceed the coping abilities of a significant number of young people. For vocational students, additional responsibilities arise during the vocational school transition and the need to balance academic and job-related requirements. An expanding body of literature suggests that adolescence is a vulnerable period for the development of psychiatric diseases and as such, the need to develop an adequate coping repertoire is receiving increasing attention globally. The growing awareness of long-term consequences of stress has led governments to instill school-based resilience promotion programs. For instance, the new physical education (PE) curriculum of vocational (vocational education and training (VET)) students in Switzerland addresses stress management, because stress-related diseases at the workplace have become commonplace among young professionals.

Purpose: Our aim was to develop, implement and evaluate a PE-based coping training (EPHECT) for VET students. Therefore, we adapted components of extant field-tested coping training programs and tailored them to the unique needs of VET students. To facilitate the standardization of the program, each teacher received a teaching manual. Moreover, drawing upon experiential learning theory, we introduced the contents of the coping training in PE class through practical, movement-based exercises in PE. Students also received a workbook for use at home.

Participants and research design: In this cluster randomized controlled trial, eight classes from a Swiss vocational school participated (N?=?131, M_age?=?16.22?±?1.12, 35% females). Two trained PE teachers implemented the program with students in the intervention group (IG?=?67) for three months, while students in the other four classes maintained regular PE (CG?=?64) to comprise the control group. To evaluate the coping training, all participants completed several self-report psychological questionnaires (assessing stress, coping and sleep) at baseline and follow-up. IG students completed further questions with regard to intervention fidelity at follow-up.

Data analysis: To evaluate possible effects of the coping training on stress, coping and sleep, a 2?×?2 repeated-measures analysis of variance design was executed with time (pre vs. post) and group (IG vs. CG) as within- and between-subject factors.

Findings: Over time, IG students significantly increased their adaptive coping compared to CG students, while stress and sleep remained relatively stable for both. Regularly completing one’s homework reinforced this effect because it was significantly associated with students’ reflection and compliance.

Conclusion: A complete and accurate implementation of a PE-based coping training can make a positive contribution to the development of adaptive coping skills among adolescents attending vocational schools. This PE-based program allows students to experience their responses to stress directly and offers opportunities to experiment with different coping strategies. Adaptive coping skills are vital for successful stress management and the prevention of stress-related disorders across the work domain and in everyday life.     

A multivariate study of the relationship of parental management to self-esteem and initial drug response in Hyperkinetic/Mbd boys

The present paper examines the relationship between the judge-rated and self-and spouse-reported parenting characteristics of the mothers and fathers of 83 Hyperkinetic/MBD boys, the rated self-esteem of these boys at referral, and their clinical response to CNS medication. Stepwise multiple regression analyses identified five predictors of Self-Esteem Deficits. The direction of the relationships is such that mothers of children with more severe Self-Esteem Deficits did not describe themselves as too strict, were rated higher in the direction of hostility, listed fewer self-reported shortcomings, and described their husbands as too demanding. Fathers of these lower self-esteem boys tended not to describe themselves as too demanding. The size of the multiple correlation indicates that 21% of the measured variation in Self-Esteem Deficits is accounted for by variation in these five significant parenting variables. The severity of Self-Esteem Deficits in these HK/MBD boys is also significantly correlated with the severity of Negative Affect, Aggressive Interpersonal Behavior, and Impulse Control Deficits, three variables which form a factor labelled Aggression. Another stepwise multiple regression analysis identified four predictors of initial response to CNS stimulant medication. The direction of the relationships is such that a more positive drug response is correlated with more inattention in the child, more self-reported mother short comings, more rated love than hostility in the father, and the mother not describing herself as too short-tempered. The size of the multiple correlation indicates that 19% of the measured variation in response to medication is accounted for by variation in these four significant symptom and parenting variables.