SYNOPSISObjective. The quality of parental caregiving has been shown to affect children’s development from birth onward. Therefore, it is important to detect parents at risk for low-quality caregiving as early as possible – preferably before birth. Design. Observations of expectant mothers’ and fathers’ behavior when exposed to infant crying were examined as predictors of the quality of caregiving toward their own infant 6 weeks postpartum. Eighty-eight expectant mothers and 57 of their male partners were tested during the third trimester of pregnancy. Parents were filmed individually while caring for a crying Simulator Infant for 15 min; the quality of their caregiving was rated on sensitivity and cooperation. Also, cognitive interference on a working memory task and the ability to regulate physical force when exposed to infant crying were assessed. When their baby was 6 weeks old, parents were filmed and rated for sensitivity and cooperation during a 15-min interaction with their own infant at home. Results. Prenatal quality of caregiving behavior toward a simulator infant predicted postnatal quality of caregiving toward the own infant in both mothers and fathers. Cognitive interference and the ability to regulate physical force did not predict postnatal quality of caregiving behavior. Conclusions. Expectant parents’ quality of caregiving behavior toward a crying simulator infant predicted both mothers’ and fathers’ postnatal quality of caregiving behavior. Future research is needed to determine whether the simulator infant may be a useful screening instrument and training tool for parenting skills in at risk groups of parents-to-be. 相似文献
Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we examined the role of bias and various measures related to immigrant integration policies of the host societies. Results of a multilevel analysis of reading and mathematics tests demonstrated that at individual level, students with higher scores on an index of economic, social, and cultural status obtained higher achievement scores. At country level, MIPEX scores of education and the human development index of participating countries could predict differences in reading results but not in mathematics. After correction for background characteristics, effect sizes showed a difference of .65 SD (down from a value of .96 before correction) for reading and .58 SD (down from .78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers. 相似文献
OBJECTIVE: The present study investigated several components of a social information-processing model of child physical abuse. The main objective was to examine the extent to which high-risk, relative to low-risk, mothers differed in their evaluations, attributions, negative affect, and disciplinary choices for children's behavior, and to explore whether these differences may be expressed in interactions between risk status and mitigating information. METHOD: Nineteen high- and 19 matched low-risk mothers' evaluations of children transgressions, attributions, affect, and choices of disciplinary techniques were examined using six vignettes depicting a child engaging in moral, conventional, and personal transgressions. One-half of the vignettes contained mitigating information and one-half did not. High- and low-risk mothers were chosen based on their potential for physical child abuse. A three-factor (2 x 3 x 2) design was used to assess the dependent variables. RESULTS: As expected, high-risk, relative to low-risk, mothers reported more hostile intent, stable and global attributions, aversiveness, annoyance, and use of power-assertion discipline. A risk group by type of transgression interaction was found for evaluation and indifference and a risk group by mitigating information interaction was found for evaluation of wrongness, internal attributions, and aversiveness. A risk by type of transgression by mitigating information interaction was found for global/specific attributions, aversiveness, and indifference toward child transgressions. CONCLUSIONS: Results support a social information processing model of child physical abuse, which suggests that high-risk, compared to low-risk, mothers process child-related information differently and use more power-assertive disciplinary techniques. 相似文献
This qualitative study analyzed the English language learning difficulties of 13 purposively chosen Korean students relative
to their sociolinguistic competence, motivation in using the English language, and cultural factors. Interview responses were
transcribed, categorized and thematised according to saliency, meaning and homogeneity. The findings of the study disclosed
that, on the whole, while the subjects never had the opportunity to use the English language in Korea, they use it almost
everywhere in the Philippines. Their difficulties exist both in daily conversation and in the academic setting. Such difficulties
are attributable to both the subjects’ and the Filipinos’ different entry points in the learning and use of English. Despite
cultural barriers in communication, however, the Koreans studying in the Philippines are instrumentally motivated to learn
the English language. 相似文献
This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.
In the Dutch stratified secondary educational system, schools vary in how many tracks are offered. While the tendency in the Netherlands is for schools to become smaller, a relevant policy question is whether multi-track school settings promote equality of educational opportunity. Comparing single-track schools at the pre-university and pre-vocational levels with multi-track schools offering the same exams, and using relative geographical distance as an instrument of school choice, the analyses showed that single-track pre-university schools enhance the probability of obtaining a pre-university diploma without delay, but more strongly so for students from disadvantaged backgrounds (who have a lower chance of going to such schools). The single-track pre-vocational schools were associated with a lower likelihood of achieving a diploma at a level higher than pre-vocational education. Multi-track schools within a varied system will not automatically enhance equal opportunities, as middle-class children will also benefit from the additional options that multi-track schools provide. 相似文献
Research in Higher Education - Increasing mature-age access to education and training in a way that is responsive to changing labour market needs is a key policy challenge. In this paper we examine... 相似文献
Parenting has a significant and lasting impact on child development. From birth, parents must sensitively and appropriately attend to their infant’s emotional expressions and vocalizations. Accumulating evidence indicates that these infant cues of emotion attract more attention than equivalent adult cues in parents as well as non-parents. We review this evidence and suggest that infant cues hold high incentive value and elicit motivated attention (i.e., enhanced processing of motivationally relevant stimuli), which in turn promotes approach motivation and thus caregiving responses. Further, we discuss data suggesting that infant cues are salient for non-parents, with increasing motivated attention to infant cues in the transition to parenthood. This increase may depend on interactions between the dopamine reward system and the neuropeptide oxytocin. Therefore, we also explore the human and non-human data that support this association and consider potential sources of variability in motivated attention in parents. 相似文献