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11.
Andrea P. Cortes Hidalgo Alexander Neumann Marian J. Bakermans-Kranenburg Vincent W.V. Jaddoe Jolien Rijlaarsdam Frank C. Verhulst Tonya White Marinus H. van IJzendoorn Henning Tiemeier 《Child development》2020,91(2):347-365
The evidence for negative influences of maternal stress during pregnancy on child cognition remains inconclusive. This study tested the association between maternal prenatal stress and child intelligence in 4,251 mother–child dyads from a multiethnic population-based cohort in the Netherlands. A latent factor of prenatal stress was constructed, and child IQ was tested at age 6 years. In Dutch and Caribbean participants, prenatal stress was not associated with child IQ after adjustment for maternal IQ and socioeconomic status. In other ethnicities no association was found; only in the Moroccan/Turkish group a small negative association between prenatal stress and child IQ was observed. These results suggest that prenatal stress does not predict child IQ, except in children from less acculturated minority groups. 相似文献
12.
Elke Van Steendam G. C. W. Rijlaarsdam H. H. Van den Bergh L. Sercu 《Instructional Science》2014,42(6):905-927
The present study tests the effect of ability pairing in two instructional methods in L2 collaborative revision. Two continuous indices determine a pair: individual proficiency level, distance in proficiency between pair members (heterogeneity), and the interaction between both indices. Instructional methods tested are modelling and practising. Results show that the effect of pair composition depends on instructional strategies. In the Practising condition less proficient learners profit most from a heterogeneous ability pair, whereas more proficient learners are best paired homogeneously. In the Modelling condition no effect of pair composition factors was observed. This result illustrates that Modelling is a powerful instructional method for complex learning tasks like collaborative revision in L2 as it overrides some of the grouping effects which can be found in more traditional learning conditions. 相似文献
13.
Elke Van Steendam Gert Rijlaarsdam Lies Sercu Huub Van den Bergh 《Learning and Instruction》2010,20(4):316-327
Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation. 相似文献
14.
This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement. 相似文献
15.
Marco Kragten Wilfried Admiraal Gert Rijlaarsdam 《Research in Science Education》2013,43(5):1785-1800
Students in secondary science education seem to have difficulties with understanding diagrams. The present study focused on explanatory factors that predict students’ difficulties with process diagrams, i.e., diagrams that describe a process consisting of components that are related by arrows. From 18 compulsory national Biology exams of secondary school pre-university students, all process diagram tasks (n?=?64) were included in corpus. Features of the task, student, and diagram were related to the difficulty of that particular task, indicated by the cohort mean exam score. A hierarchical regression analysis showed main effects for (1) the cognitive task demand, (2) the familiarity of the components, and (3) the number of components in a diagram. All these main effects were in the expected direction. We also observed interactions. Within the category of tasks with a high cognitive demand, tasks about a diagram of which students have low prior content knowledge were more difficult than tasks about a diagram of which students have high prior content knowledge. Tasks with a high cognitive demand about a diagram with familiar arrows were, surprisingly, more difficult than tasks with a high cognitive demand about a diagram with unfamiliar arrows. This latter finding might be attributed to compensation for task difficulty by the large number of components in the diagrams involved. The final model explained 46 % of the variance in exam scores. These results suggest that students have difficulties (1) with tasks that require a deeper understanding when the content is new, (2) with diagrams that use unfamiliar component conventions, and (3) with diagrams that have a small number of components and are therefore probably more abstract. 相似文献
16.
Jolien Vangeel Kathleen Beullens Lien Goossens Leentje Vervoort Nathalie De Cock Wendy Van Lippevelde 《Mass Communication and Society》2016,19(4):452-475
Previous research found support for an association between exposure to alcohol-related media content and alcohol attitudes, intentions and behavior. Nevertheless, research on what makes young people susceptible to the occurrence of this relationship is scarce. The current study examined the behavioral activation (BAS) and inhibition system (BIS) as moderators of the relationship between soap opera viewing and alcohol attitudes. A cross-sectional survey was carried out among a sample of 922 adolescents (Mage = 14.96 years, SD = .85, 56% girls). Regression analyses showed no association between total television viewing and alcohol attitudes, but did confirm that soap opera viewing is associated with positive attitudes towards alcohol use. Moderation analyses indicated that BAS did not moderate this relationship, while BIS did; the relationship between soap opera viewing and positive attitudes toward alcohol was only significant for adolescents with a low BIS-profile. These results provide support for the premise that an elevated BIS protects adolescents from the effect of soap opera viewing frequency on their alcohol attitudes. 相似文献
17.
Casado-Ledesma Lidia Cuevas Isabel Van den Bergh Huub Rijlaarsdam Gert Mateos Mar Granado-Peinado Miriam Martín Elena 《Instructional Science》2021,49(4):515-559
Instructional Science - Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and... 相似文献
18.
Lieve Verheyden Kris Van den Branden Gert Rijlaarsdam Huub Van den Bergh Sven De Maeyer 《Journal of Research in Reading》2010,33(1):20-38
This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth graders of seven Flemish primary schools were collected at the beginning and at the end of the school year. Measures included one holistic primary trait judgement, and six objective indices of text quality. Student-level predictors included age, SES and home language, while the classroom-level predictor focused on the home language pattern of the classroom. There was a significant mean growth for each index in each grade, but effect sizes differed from quite large for content and word level indices over moderate for sentence level indices to small for the text level index. Home language (Turkish) had a significant negative effect on all but one variables, particularly in Grade 4, while the negative effect of low SES was much more limited. A supplementary negative effect was found for homogeneity of classroom population. Implications of the study highlight the importance of student and classroom characteristics in writing achievement as well as the need to consider the poor performance of Turkish children. 相似文献
19.
Marleen Kieft Gert Rijlaarsdam Huub van den Bergh 《European Journal of Psychology of Education - EJPE》2006,21(1):17-34
The claim that writing facilitates students’ learning, although widely accepted, has little support from empirical research.
A possible explanation for the lack of empirical evidence is that writing-to-learn research has disregarded that students
use different writing strategies. The purpose of the present experimental study is to test whether it is effective to adapt
writing-to-learn tasks to different writing strategies when teaching literature. A course “Learning to write argumentative
texts about literature” was developed in two different versions: one adapted to a planning writing strategy, the other to
a revising writing strategy. Participants were 113 tenth-grade high school students in the Netherlands. Our hypothesis is
an adaptation hypothesis: we expect that the more a student will use a planning writing strategy, the more the student will
profit from the lessons in the planning condition, and that the more a student uses a revising writing strategy, the more
beneficial the revising condition will be. However, results show that for improving literary interpretation skill, a course
adapted to the planning writing strategy is more effective for almost all students. 相似文献
20.
Jolien van der Geugten Marlies Dijkstra Berno van Meijel Marion H.G. den Uyl Nanne K. de Vries 《Sex education》2013,13(2):113-128
There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students' and educators' perspective. This study examined students' opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The sample comprised 147 students and 3 educators. Questionnaires were used to collect data from students, and semi-structured interviews were conducted with educators. According to the students, the SRH programme was both important and interesting. Their expectations were moderately well met. They agreed that the main objectives of the programme and most of the objectives regarding the ‘family planning’ sessions had been achieved. Significant differences were found for school type, age and religion, but not for gender. For the educators, important facilitators were a clear manual, the presence of foreign volunteers working as educators, the increased influence of new media, students' eagerness to learn, and the feeling that the SRH programme really benefited students' lives. Important barriers were traditional and cultural influences, lack of funding and poor scheduling of the programme within the schools. The paper concludes by offering recommendations regarding the implementation of future SRH programmes in Ghana. 相似文献