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It Takes Two to Replicate: A Mediational Model for the Impact of Parents' Stress on Adolescent Adjustment 总被引:15,自引:1,他引:15
In this study of parental stress and adolescent adjustment, experiences of negative life events during the recent past were used to generate a measure of acute stress. In addition, multiple indicators based on reports from various informants were used to estimate latent constructs for parental depression, discipline practices, and adolescent adjustment. Employing 2 independent samples of families from 2 different regions of the country (rural Iowa and a medium-sized city in Oregon), structural equation models were used to test the hypothesis that in intact families acute stress experienced by parents is linked to boys' adjustment (average age equaled 11.8 years in the Oregon sample, 12.7 years in the Iowa sample) through 2 different causal mechanisms. The findings showed that parental stress was related to adjustment through stress-related parental depression that is, in turn, correlated with disrupted discipline practices. Poor discipline appears to provide the direct link with developmental outcomes. The structural equation model (SEM) used to test the proposed mediational process was consistent with the data for mothers and boys from both the Oregon and the Iowa samples. The similarity in results was less clear for fathers and boys. Implications of these results for future replication studies are discussed. 相似文献
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Elaine Silva Mangiante 《Research in Science Education》2018,48(1):207-232
The intent of national efforts to frame science education standards is to promote students’ development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers’ instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern’s decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher’s beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers’ planning for equitable science learning opportunities by all students. 相似文献
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A critical feature of phenomenographic study is its generation of the “outcome space” which constitutes the results of the study. The central idea underlying this article is that women may be “lost in space" — the phenomenographic outcome space. First, women seem to be literally missing in the majority of phenomenographic studies. These studies have usually been in fields in which women are poorly represented and in research samples in which women have not been present. Second, the traditional disciplines of study, the values of which largely determine the structure of the typically hierarchical outcome space, are patriarchal. Without attention to the hidden as well as the explicit aspects of what learners are coming to know, the understanding that we gain from the outcome space may be distorted. Third, the outcome space tends to be defined in many studies in cognitive terms, excluding or neglecting the affective dimension often associated with women's ways of knowing. This article explores the implications of looking for and elaborating on women's experience in phenomenographic research and suggests several ways in which women's experience might be recognised: by ensuring that women are included in research; by questioning in gender‐sensitive ways; by collecting and analysing the data with attention to the gendered construction of disciplinary knowledge and gendered ways of knowing. 相似文献
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Bridget Juniper Elaine Walsh Alan Richardson Bernard Morley 《Assessment & Evaluation in Higher Education》2012,37(5):563-576
This study describes the development of an assessment to evaluate the well-being of PhD researchers using a clinically approved methodology that places the perceptions and experiences of the subject population at the heart of its construction. It identifies and assesses the range and relative importance of seven distinct dimensions which are shown to impact adversely on the perceived well-being of student researchers across all stages of their studies. According to the findings, the well-being of doctoral students comprises needs relating to development, facilities, home and health, research, social, supervisor and university. The instrument was found to demonstrate good content validity and internal reliability. Its use offers new insights into the experiences of early career researchers and may inform efforts to better support them. This, in turn, may have a positive impact upon retention levels and future career choices for this research population. 相似文献
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Although most of the initial research on self-regulated learning focused on cognitive and meta-cognitive aspects, there has been a growing interest in the emotion and motivation domains of self-regulation. This article reports on research undertaken to investigate specific motivation and emotion regulation strategies used by middle school students and the relationship between the use of such strategies and student engagement and resilience. The research targeted one type of motivation regulation??goal-oriented strategies??and two types of emotion regulation: antecedent and stress release strategies, together with avoidance strategies. Students who used goal-oriented motivation regulation strategies were more likely than others to be resilient. Contrasting results were obtained when investigating the ability of each emotion regulation strategy type to predict engagement and resilience. As expected, students who used avoidant strategies were less likely than others to develop resilience. This article discusses the implications of the research for the classroom, including the teaching of particular motivation and emotion regulation strategies to students and providing the right classroom environment for strategy development. 相似文献
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Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard "protocol" for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment. 相似文献