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991.
Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement 下载免费PDF全文
Gizem Hülür Fidan Gasimova Alexander Robitzsch Oliver Wilhelm 《Child development》2018,89(4):1074-1087
Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2‐year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self‐determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development. 相似文献
992.
Lay Hoon Seah 《International Journal of Science and Mathematics Education》2016,14(6):1059-1078
Although the importance of language in science learning has been widely recognized by researchers, there is limited research on how science teachers perceive the roles that language plays in science classrooms. As part of an intervention design project that aimed to enhance teachers’ capacity to address the language demands of science, interview data (N = 9) were collected to understand teachers’ perceptions and experiences with a wide range of issues related to language use in science classrooms. Adopting an interpretive approach to qualitative data, the analysis revealed that the teachers perceive a wide range of student difficulties related to language use in science classrooms, especially to the use of specialized terms and writing. Although the teachers are keenly aware of how language can be a barrier to learning science, they are less certain as to what students need to know about the language of science in order to master it. The findings suggested professional support that highlights the distinctive language demands of science and how these demands differ from other subject areas could be useful to these elementary school teachers. 相似文献
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OBJECTIVE: To examine the relationship between parental history of substances use disorders (SUDs) and abuse potential. METHOD: Milner's (1986) Child Abuse Potential Inventory (CAPI) was administered to fathers and mothers (with and without histories of SUDs) of 10- to 12-year-old boys. RESULTS: Fathers and mothers with lifetime histories of SUDs had higher Abuse Scale scores and were more likely to score in the Elevated range (as determined by clinically significant cutoff scores) than parents without such histories. No differences were found between parents with current diagnoses of SUD and those with past (but not current) histories of SUD. Fathers and mothers with a partner who had a history of SUD were more likely to score in the Elevated range, regardless of their own SUD histories. Separate regression models revealed that, for both fathers and mothers, emotional dysregulation (positive and negative affectivity) predicted Abuse Scale scores. Additional contributors to Abuse Scale scores were SUD status in fathers, and lack of involvement with the child in mothers. CONCLUSIONS: History of SUDs in both fathers and mothers increases abuse potential. Contributors to abuse potential differed in fathers and mothers, underscoring the importance of examining parents separately in child maltreatment research. 相似文献
994.
Recent research evidence has revealed that Greek preschoolers’ physical activity (PA) levels are not satisfactory. Taking into account the amount of time spent daily in preschool settings as well as the finding that preschool appears to be a significant predictor of children’s PA, the aim of the present study is to provide an overview of the role of Greek preschool settings in children’s PA promotion. For that purpose, data regarding PA in Greek preschools are presented and the possible relevance of school characteristics to PA enhancement, namely the curriculum, school facilities and equipment, are critically discussed. Emphasis is also given to the need for the inclusion of developmentally appropriate physical education in the daily school schedule. Last but not least, the importance, of training not only the physical educators but also preschool teachers in promoting their students' PA is underscored. 相似文献
995.
Sarama Saha Chandan Sarkar Subhash Chandra Biswas R. Karim 《Indian journal of clinical biochemistry : IJCB》2008,23(3):262-266
Abnormal lipid profile is often found in women with Polycystic Ovary Syndrome. To assess the impact of abnormal lipid profile
on atherosclerosis in young Polycystic Ovary Syndrome women, carotid intima-media thickness as judged by B-mode ultrasonography
were done in 30 young (18–35 yrs) Polycystic Ovary Syndrome women and in similarly age-matched 30 apparently healthy controls.
Compared to controls, young Polycystic Ovary Syndrome women had significantly elevated serum total cholesterol, triglyceride
and LDL-C levels and carotid intima-media thickness. HDL-C level did not differ significantly between two groups of women.
In Polycystic Ovary Syndrome women carotid intima-media thickness was positively correlated with serum total cholesterol,
triglyceride and LDL-C and negatively correlated with serum HDL-C. Our study suggests that even young Polycystic Ovary Syndrome
women are prone to atherosclerosis from early age. 相似文献
996.
David Braze Leonard Katz James S. Magnuson W. Einar Mencl Whitney Tabor Julie A. Van Dyke Tao Gong Clinton L. Johns Donald P. Shankweiler 《Reading and writing》2016,29(3):435-451
Gough and Tunmer’s (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC. Tunmer and Chapman (2012) found a similar independent contribution of V to RC when the data were analyzed by hierarchical regression. However, additional analysis by factor analysis and structural equation modeling indicated that the effect of V on RC was, in fact, completely captured by LC itself and there was no need to posit a separate direct effect of V on RC. In the present study, we present new data from young adults with sub-optimal reading skill (N = 286). Latent variable and regression analyses support Gough and Tunmer’s original proposal and the conclusions of Tunmer and Chapman that V can be considered a component of LC and not an independent contributor to RC. 相似文献
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