Children's heart rate reactivity responses to three school tasks

The effects of three routine classroom tasks upon heart rate reactivity were investigated with a sample of 30 typical fifth-grade children. Instructions for a mental arithmetic task, the mental arithmetic task itself, and silent reading were administered under standardized conditions, with a reward being offered for performance on the mental arithmetic task to enhance competition. Heart rate was individually monitored each second during these tasks, and data were collected on mental arithmetic performance and reading ability. Results indicated that some children showed large increases in their heart rates during the three tasks, and that these children should be considered as at-risk in terms of their cardiac health.     

Self-regulating academic learning and achievement: The emergence of a social cognitive perspective

For three decades, social cognitive researchers have studied children's development of self-regulation as an achievement of socialization processes. I recount historically the emergence of a social cognitive perspective on self-regulation and identify its unique features. Two essential characteristics of students' self-regulated academic learning have been identified — their use of strategies and perceptions of self-efficacy. A social cognitive model of academic self-regulated learning is proposed that integrates triadic determinants of self-regulated learning (personal, behavioral, and environmental) on the basis of a strategic control loop. When students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they display increased self-efficacy, greater intrinsic motivation, and higher academic achievement.     

Gender differences in the academic career

This study examines sources of satisfaction, indicators of stress, academic performance, and reward structure in the academic careers of male and female faculty at a major midwestern state university. Faculty pairs were selected from five academic divisions. A total of 58 matched pairs were identified. Of these, 63 faculty responded, yielding data for 23 matched pairs. Subjects were mailed the Academic Career Development Survey, consisting of 144 items. Results indicated that self-reported physical and mental health, and professional and personal life satisfaction were high for both males and females. Both males and females placed high importance on their career and on marriage/other intimate relationships; however, both reported high levels of dissatisfaction with these factors. Gender differences were found in both satisfaction and type of stress reported; no gender differences were found in composite teaching and research performance indices. Salary data, obtained for 42 matched pairs, indicated similar salary levels for men and women. Results were discussed with respect to prior research on gender differences and the academic career.     

The interactive effect of language and question format on accounting students' performance

This article reports the results of research to determine if a significant interactive effect exists between students' lingual background (English as a primary language [EPL] versus English as a secondary language [ESL]) and question format on students' examination scores. Students were administered examinations made up of four subtests covering the same subject matter. The subtests were composed of four question formats: multiple choice quantitative, multiple choice theoretical, open-ended quantitative, and open-ended essay questions. Based on analysis of variance and analysis of covariance, significant differences were observed between EPL and ESL students depending on the type of question on the examination.     

Markets,inequality, and urban schooling

This paper considers the intellectual and political antecedents of current attempts by the British government to create a market in state education. The implications of market forces for school organization, educational values, teachers' careers and conditions of work, and equality and social justice in the inner city are also explored. It is argued that policies of competition between per capita funded schools are likely to increase the existing inequalities in school provision in England to the disadvantage of children in urban areas.     

Learning disabilities in alcohol-dependent adults: a preliminary study

To determine if neuropsychological deficits, known to precede alcohol use in those genetically predisposed to alcoholism, were present in an alcoholic population, 25 male alcoholics (mean age 41.1) were interviewed concerning alcohol usage, educational difficulties in elementary school, and family history of alcoholism. Using a regression table, discrepancies between current IQ on the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wechsler, 1981) and achievement on the Woodcock-Johnson Psycho-Educational Battery (WJB) (Woodcock & Johnson, 1977) were calculated to determine present learning status. Forty percent of the alcoholics were found to have had special education, remedial services, or repeated grade failure concurrent with a familial history of alcoholism and current discrepancies indicative of learning disability. There were no significant differences on intelligence, years of drinking, or mean grades completed in school between this group and the rest of the subjects who did not receive services in school. Conclusions were that childhood learning disorders may be related to the development of alcoholism, particularly when alcoholism is in the family, and that special educators have a role to play in the prevention and treatment of alcoholism.     

Mother-Toddler Problem Solving: Antecedents in Attachment, Home Behavior, and Temperament

In a widely cited study, Matas, Arend, and Sroufe showed that mother-toddler interaction during problem solving at age 2 years was related to the child's prior attachment security. The current study asked (1) whether an independent laboratory could replicate this attachment finding, and (2) whether problem-solving interactions relate to mother-child interactions observed at home and to child temperament measured at 6, 13, and 24 months. Replicating Matas et al., secure dyads worked more competently, and mothers showed better quality of assistance and supportive presence. Mother-child home interaction also predicted problem solving: positive involvement at home predicted effective, unconflicted problem solving. Negative control at home did not predict problem-solving interaction. Unadaptable temperament was generally related to dependency in problem solving. Several patterns of correlations appeared to be mediated by sex of child, e.g., difficult temperament in boys predicted more effective, unconflicted problem solving, while for girls it predicted more conflict.     

Developing guidelines for HIV antibody testing among victims of pediatric sexual abuse

The incidence of human immunodeficiency virus (HIV) infection acquired by children through sexual abuse is presently unknown. A telephone survey of 63 practitioners of pediatric sexual abuse (PSA) assessment in the five U.S. regions with highest prevalence of HIV infection was conducted to determine the present status of guidelines for HIV antibody testing of PSA victims. No formal protocol was used by any of those surveyed, and a literature review found no existing guidelines for HIV antibody testing of PSA victims. A standard set of clinical situations was presented to practitioners to assess whether a consensus exists of indications for HIV antibody testing of abused children. Seven clinical profiles with 12 criteria were presented including HIV antibody status, AIDS/ARC clinical profile, and behavioral profile of the assailant; clinical profile of the victim; pre-assault victim behavioral profile compatible with high risk of HIV infection (exclusively adolescents); parent/guardian anxiety/psychosocial profile; and profile of the assaultive act with respect to potential transmissibility of HIV. We found an 85% or greater consensus for 6 testing criteria, and based upon these propose an interim set of HIV antibody testing guidelines for PSA victims. There was no consensus about five testing criteria, but their frequent citation merits further consideration. Clinical application of interim guidelines and design of prospective studies to quantitatively evaluate them are reviewed.     

A conceptual overview of the regression discrepancy model for evaluating severe discrepancy between IQ and achievement scores

A conceptual overview of the Regression Discrepancy Model (RDM) for determining severe discrepancy between IQ and achievement scores is presented in order to enhance understanding of the model without the use of the complex mathematical equations that constitute the model. The six specific goals of the RDM are identified, and figures illustrate the manner in which the model accomplishes each goal. Figures are also provided from a RDM computer output showing the basic outcomes of the model. Advantages and disadvantages of the RDM are discussed to further promote understanding of the model.