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151.
Objective
Psychological maltreatment (PM) is the most prevalent form of child abuse, and is the core component of most of what is considered as child maltreatment. The aim of this work was to explore differential adverse outcomes of the different types of PM in the mental health and functioning of children living in homes in which they are exposed to intimate partner violence (IPV).Method
Participants were 168 children, aged between 4 and 17, whose mothers experienced IPV. They were assessed using different measures of psychopathology and functioning: Diagnostic Interview for Children and Adolescents-IV, Child Behavior Checklists and Child and Adolescent Functioning Assessment Scale. Furthermore, IPV was assessed with the Schedule for Assessment of Intimate Partner Violence Exposure in Children and the Index of Spouse Abuse. Statistical analyses were carried out with regression models adjusted by means of Generalized Estimating Equations.Results
Spurning was the PM subtype with the greatest global effect on the children, as it was significantly associated with internalizing and externalizing problems. Denying emotional responsiveness specifically increased the risk of internalizing psychopathology and impairment in the emotional area. Terrorizing was not significantly associated with a greater number of negative outcomes in children's psychopathology or functioning in this population.Implications
The results suggest the importance of taking PM types into account in order to fully understand the problems of children exposed to IPV at home, and for the design of effective treatment and prevention programs. 相似文献152.
The journal impact factor (JIF) is the average of the number of citations of the papers published in a journal, calculated according to a specific formula; it is extensively used for the evaluation of research and researchers. The method assumes that all papers in a journal have the same scientific merit, which is measured by the JIF of the publishing journal. This implies that the number of citations measures scientific merits but the JIF does not evaluate each individual paper by its own number of citations. Therefore, in the comparative evaluation of two papers, the use of the JIF implies a risk of failure, which occurs when a paper in the journal with the lower JIF is compared to another with fewer citations in the journal with the higher JIF. To quantify this risk of failure, this study calculates the failure probabilities, taking advantage of the lognormal distribution of citations. In two journals whose JIFs are ten-fold different, the failure probability is low. However, in most cases when two papers are compared, the JIFs of the journals are not so different. Then, the failure probability can be close to 0.5, which is equivalent to evaluating by coin flipping. 相似文献
153.
154.
Eber Jafet Ávila-Martínez Juan Gonzalo Barajas-Ramírez 《Journal of The Franklin Institute》2021,358(4):2346-2366
This paper addresses the flocking motion problem for swarms of agents with two restrictions: limited communication/detection ranges and different input constraints. In this problem, the distance between pairs of agents determines if a communication/detection link exists among them, while each agent has a different control action bound. We use the notion of proximity graph to model communication/detection between agents and provide distributed controllers designed for leaderless and leader-followers flocking motion scenarios. Our proposed designs preserve the connectivity of the proximity graph while the control effort satisfies the bound of each particular agent. Unlike previous results, our protocols take advantage of the group’s input heterogeneity to use agents with a greater capacity to compensate for neighbors that are less capable of meeting the group’s requirements. Additionally, our designs are based only on local state errors and are robust to non-modeled edge failures. To illustrate the effectiveness of our proposal, we use numerical simulations of different flocking scenarios. 相似文献
155.
In this study we aim at learning about adolescents’ future fears and wishes from different cultural origins with a view to finding implications for intervention in the furthering of their satisfaction and social integration in their acculturation process. The study sample comprised 938 secondary school students—64.4% Spanish, 19.7% South American and 12.8% African. Wishes and fears were evaluated by means of two open questions and the answers were categorized following traditional content analysis methodology. Results show that the adolescents wish for a satisfactory job, family and economic situation, and that they are concerned about aspects such as their own health and that of their family, the possibility of having a precarious job, isolation from their family of origin, and not forming a family. The findings also allow us to give differential profiles according to the cultural origin of the adolescents. 相似文献
156.
Torres-Martín César Acal Christian El-Homrani Mohammed Mingorance-Estrada Ángel C. 《Educational technology research and development : ETR & D》2022,70(3):909-929
Educational technology research and development - The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training... 相似文献
157.
Seckel María José Vásquez Claudia Samuel Marjorie Breda Adriana 《Education and Information Technologies》2022,27(3):2955-2975
Education and Information Technologies - Computational thinking in the educational environment has awaken a rising interest, having been included as part of the curricula from the very beginnings... 相似文献
158.
Gallardo-Montes Carmen del Pilar Caurcel Cara María Jesús Rodríguez Fuentes Antonio 《Education and Information Technologies》2022,27(3):4087-4115
Education and Information Technologies - Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick... 相似文献
159.
Miguel Á. Conde Francisco J. García-Peñalvo María J. Rodríguez-Conde Marc Alier María J. Casany Jordi Piguillem 《Interactive Learning Environments》2014,22(2):188-204
The tools used in learning processes are in a continuous state of flux. One of the most significant changes is the application of Information and Communications technologies (ICTs) to educational contexts. This provides new possible ways to carry out learning activities, new learning services, the possibility to use new kinds of contents and activities, etc. However, ICTs have not provided as many advantages as they were supposed to, so changes are necessary. In this context, a new set of tools, Web 2.0, offers a new way to understand the Web, in which the user is the centre. Further, users can cooperate in order to define contents. This concept is also applied in technology-mediated learning but there are important problems when one tries to integrate such tools and concepts with existing systems. This paper explores the integration of these tools in traditional learning environments, the various possibilities and their advantages and drawbacks. After that, an interoperability scenario is described and two experiences are presented to show how 2.0 tools can be integrated in learning activities, and its effect in educational process. 相似文献
160.
Research results of two personal learning environments experiments in a higher education institution
Victoria Marín Juarros Jesús Salinas Ibáñez Bárbara de Benito Crosetti 《Interactive Learning Environments》2014,22(2):205-220
This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning–teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools. 相似文献