排序方式: 共有27条查询结果,搜索用时 15 毫秒
11.
Crystal Cullerton‐Sen Adam R. Cassidy Dianna Murray‐Close Dante Cicchetti Nicki R. Crick Fred A. Rogosch 《Child development》2008,79(6):1736-1751
This investigation examined the associations between maltreatment and aggression using a gender‐informed approach. Peer ratings, peer nominations, and counselor reports of aggression were collected on 211 maltreated and 199 nonmaltreated inner‐city youth (M age = 9.9 years) during a summer day camp. Maltreatment was associated with aggressive conduct; however, these effects were qualified by gender, maltreatment subtype, and the form of aggression under investigation. Findings revealed that maltreatment was associated with physical aggression for boys and relational aggression for girls. Physical abuse was associated with physically aggressive behaviors, but sexual abuse predicted relational aggression for girls only. Findings suggest that investigating the interaction between familial risk and gender is important in understanding aggressive behaviors of boys and girls. 相似文献
12.
13.
Gérard Chasseigne Caroline Giraudeau Peggy Lafon Etienne Mullet 《European Journal of Psychology of Education - EJPE》2011,26(1):1-19
The study examined the knowledge of the functional relations between potential difference, magnitude of current, and resistance
among seventh graders, ninth graders, 11th graders (in technical schools), and college students. It also tested the efficiency
of a learning device named “functional learning” derived from cognitive psychology on the knowledge of these relations. A
total of 73 participants were confronted with pictorial electrical circuits. Their task was to learn to infer resistance from
potential difference and magnitude of current information, without any recourse to formal computations. It was possible to
characterize, in a simple way, each student’s initial conceptualizations about the relationships between potential difference,
magnitude of current and resistance. These initial conceptualizations were very diverse, from the correct one to completely
different ones to completely opposite ones. Learning was, to a certain extent, possible; but the learning sessions were more
effective among students that had already been exposed to Ohm’s law at school. Learning had durable effects, at least in the
medium term (5 weeks), and mainly among the older students. There was a good correspondence between the state of learning
of the relationships and the ability to solve classical physics problems related to these relationships. 相似文献
14.
Kathleen B. Watson Susan A. Carlson Dianna D. Carroll Janet E. Fulton 《Journal of sports sciences》2013,31(7):660-669
AbstractThe purpose of this study was (1) to describe physical activity prevalence, categorised according to the 2008 Physical Activity Guidelines for Americans (2008 Guidelines), using different accelerometer cut points and (2) to examine physical activity prevalence patterns by reported cut points across selected characteristics. Cut points from 9 studies were used to estimate physical activity prevalence in a national adult sample (n = 6547). Estimates were stratified by validation study activity protocols used to derive cut points – ambulatory (walking/running) and lifestyle activities (e.g. gardening, housework, walking). Results showed that the prevalence of meeting the 2008 Guidelines ranged from 6.3% to 98.3% overall and was lower for cut points derived from ambulatory (median = 11.5%, range = 6.3–27.4%) compared to lifestyle (median = 77.2%, range = 60.6–98.3%) protocols. Prevalence patterns across protocols differed for age, but were similar for other characteristics. In conclusion, prevalence of meeting the 2008 Guidelines varied widely, indicating that choice of cut point had an impact on prevalence. To generate future accelerometer cut points one may consider developing cut points for demographic subgroups using a variety of lifestyle physical activities. 相似文献
15.
16.
Dianna E. Sachs Kathleen A. Langan Carrie C. Leatherman Jennifer L. Walters 《College & Undergraduate Libraries》2013,20(3-4):327-351
This article reports on the findings of a study that evaluated the effectiveness of redesigning online information literacy tutorials in order to meet the learning needs and preferences of Millennial students. Using both quantitative and qualitative measures, this study compared two different online tutorials—a static, HTML-based tutorial and a dynamic, interactive, audio/video tutorial. This study found that, contrary to generalizations made in the library and education literature, Millennial students learned equally well from both tutorials. However, students expressed a much higher level of satisfaction from the tutorial designed to be “Millennial friendly.” 相似文献
17.
Laurent Liégeois G′erard Chasseigne Sophie Papin Etienne Mullet 《International Journal of Science Education》2013,35(9):1129-1145
This paper reports two studies into the understanding of the concept of potential difference in the current-potential difference-resistance context among 8th-12th graders (Study 1), and the efficiency of a learning device derived from Social Judgment Theory (Study 2). These two studies showed that: (a) when asked to infer potential difference from resistance and current information, most participants only relied on current and ignored or greatly underestimated the importance of resistance information; (b) exposure to an electricity course did not much alter the way participants infer potential difference from resistance and current information; (c) a simple learning device considerably improved the way participants infer potential difference from resistance and current information; and (d) this observed improvement promised to be durable, at least in the short term. 相似文献
18.
The purpose of the current study is to validate a measure of sensory processing sensitivity, the Highly Sensitive Person Scale, with a sample of high-ability individuals. Participants include 188 highly intelligent individuals. Results indicate a two-factor structure of the Highly Sensitive Person Scale. Validity and reliability evidence are provided. Conclusions and implications of using the Highly Sensitive Person Scale are discussed. 相似文献
19.
The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary
words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly
more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A
secondary goal of this study was to examine the predictive utility of students’ English language proficiency, and students’
general vocabulary knowledge in English was a positive predictor for their academic vocabulary growth during the intervention.
However, participants’ growth during the control period had the greatest predictive utility for their growth during the intervention.
Furthermore, this relationship was negative, suggesting that the intervention had the greatest benefits for students who made
the least progress in English vocabulary in the absence of the intervention. Implications for instruction, policy, and future
research are presented. 相似文献
20.