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Patrick T. Davies Jesse L. Coe Rochelle F. Hentges Melissa L. Sturge-Apple Michael T. Ripple 《Child development》2020,91(2):508-526
This study examined temperament dimensions of emotion as precursors of children's social information processing (SIP) of stressful peer events. Two hundred and forty-three preschool children (M = 4.60 years) and their primary caregivers participated in two measurement occasions spaced 2 years apart. Observations of temperamental anger, fearful distress, positive affect, and effortful control were assessed in multiple laboratory tasks across two visits at Wave 1. SIP assessments from vignettes of peer challenges were repeated across two waves and included: eye tracking measures of attention to peer emotion displays, hostile attribution bias, hostile solutions, and subjective distress. Findings from structural equation models with inclusion of autoregressive controls indicated that effortful control, fear, and anger predicted subsequent changes in specific SIP dimensions. 相似文献
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OBJECTIVE: The current study examines homotypic stability in mother-child interactions, applying similar rating scales of mother-child interactions at 1 and 4.5 years, and heterotypic stability from 1 to 13 years and 4.5 to 13 years, using conceptually similar but not identical rating scales at age 13. DESIGN: We coded videotaped mother-child interactions in 202 families when children were 1, 4.5, and 13 years of age during age-appropriate and developmentally salient structured tasks for relationship quality. RESULTS: Multiple regression analyses controlled for the effects of child birth order and gender as well as maternal age and education. Maternal and dyadic, but not child, mother-child interaction qualities at 1 year significantly predicted similar or equivalent constructs at 4.5 and 13 years. Heterotypic stability from 1 to 13 years was partially or fully mediated by the same constructs at 4.5 years. CONCLUSIONS: Maternal behaviors showed a pattern of homotypic and heterotypic stability, whereas dyadic behaviors were somewhat less stable. Child behaviors showed evidence of both homotypic and heterotypic instability. 相似文献
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ABSTRACT This article reports the initial findings of a study of the cohort of students who entered Liverpool John Moores University, England, to study women's studies in the autumn of 1994, basing its focus on the survey carried out as soon as the students entered the University and the in-depth interviews carried out later in that semester. The work proceeded within the tradition of grounded theory research and endeavoured to avoid prepared hypotheses in order to allow the themes to emerge from the students' answers. From the initial findings, the very strong emphasis on the salience of the students' choice of women's studies and the experiential importance of identity as a concept was striking. The article debates the theoretical difficulties in the theorising of identity in relation to the empirical, existential project of the students. 相似文献
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The interrupted learner: How distractions during live and video lectures influence learning outcomes 下载免费PDF全文
Andrew H. Zureick Jesse Burk‐Rafel Joel A. Purkiss Michael Hortsch 《Anatomical sciences education》2018,11(4):366-376
New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists. 相似文献
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