Modeling Self-Regulation as a Process Usinga Multiple Time-Scale Multiphase Latent Basis Growth Model

Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change.     

A Note on the Use of Mixture Models for Individual Prediction

Mixture models capture heterogeneity in data by decomposing the population into latent subgroups, each of which is governed by its own subgroup-specific set of parameters. Despite the flexibility and widespread use of these models, most applications have focused solely on making inferences for whole or subpopulations, rather than individual cases. This article presents a general framework for computing marginal and conditional predicted values for individuals using mixture model results. These predicted values can be used to characterize covariate effects, examine the fit of the model for specific individuals, or forecast future observations from previous ones. Two empirical examples are provided to demonstrate the usefulness of individual predicted values in applications of mixture models. The first example examines the relative timing of initiation of substance use using a multiple event process survival mixture model, whereas the second example evaluates changes in depressive symptoms over adolescence using a growth mixture model.     

Behavior-Based Student Typology: A View from Student Transition from High School to College

Research in Higher Education - Several recent studies have successfully identified college student typologies based on individuals’ behaviors. One limitation of past studies has been their...     

Adaptive emotion regulation,academic performance and internalising problems in Flemish children with special educational needs: a pilot study

School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children’s adaptive emotion regulation plays a crucial role, as it was shown to be independently related to improved AP and fewer IP. However, to gain stronger evidence for this assumption, it should be further clarified whether adaptive emotion regulation, AP and IP are also jointly associated and, if so, how this is reflected in children with SEN. To explore these issues, two different models were tested in a cross-sectional pilot including 61 Flemish elementary school children with SEN (39 boys and 22 girls, mean age = 10.0 years old). Teachers reported on adaptive emotion regulation, AP and IP. The results indicated that AP partially mediated the relationship between adaptive emotion regulation and IP (Model 1), while IP fully mediated the relationship between adaptive emotion regulation and AP (Model 2). Practical implications, strengths and limitations were discussed.     

Can students within higher education learn to be resilient and,educationally speaking,does it matter?

This paper presents a critical appraisal of resilience and its associated concepts within the context of higher education. It addresses wide‐ranging definitions of resilience, encompassing endurance and adaptability, and seeks to understand how these definitions impact on the learning experiences of students. As theoretical and empirical work on resilience has burgeoned in terms of adolescent experiences of education, the rise of interest has not been matched by that in studies of adult learning, particularly within university settings. This is despite the growing importance of retention studies, which have clear and important links to how well students manage their learning ability in adversity. Realization of the potential embodied in this concept to alter for the better, together with ways of conceptualizing learning and teaching, however, will remain constrained unless teachers within higher education pay attention to the resilience narratives that individual students present, and how teaching strategies can affect their learning trajectories. The paper examines some factors that impact on students’ learning within higher education, and theorizes how teaching and assessment may be adapted to promote resilience in all its forms.     

Using Social Stories to Enhance Behaviour in Children with Autistic Spectrum Difficulties

This paper describes teachers, parents and educational psychologists working together to meet the needs of children and young people with autistic spectrum difficulties in mainstream and special schools. It examines the impact on children's social behaviour of a two-session workshop for groups of parents/carers, teachers and learning support assistants about 'Social Stories' (Gray, 1994). It highlights the contribution that Social Stories can make to the management of a wide range of social behaviours, including inappropriate sexual behaviour, unsafe behaviour and obsessional behaviour. Issues raised by the use of Social Stories and their benefits for children with autistic spectrum difficulties are considered. The paper concludes by describing the developing diversity in the use of Social Stories and invites those working in the field to contribute to the body of information about their strengths and limitations.     

Identification and placement for deaf students with multiple disabilities: choosing the path less followed

Students with a hearing loss often have an additional disability. Although the number of deaf students with multiple disabilities is growing, research on this population has significantly decreased over the past quarter-century. The article reviews the literature on identification and placement of deaf students with multiple disabilities, specifically deaf students with one of the following disabilities: autism, emotional/behavior disorders, attention deficit disorders, or mental retardation. Degree of incidence is also reported, and is compared with statistics from the annual report of the Gallaudet Research Institute (2005). Included in the review are suggestions for future research and implications for professionals in the field of deafness.