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121.
There continues to be a critical shortage of school psychologist practitioners and academicians. Undergraduate students in psychology, education, and other majors (N = 674) from a large comprehensive university in the southwest completed an examiner‐made web‐based questionnaire designed to assess their attitudes and preferences for choosing graduate training in psychology. There were differences among the participants on Interest in Graduate School, Child Interests, Attitude toward Research, and Exposure to School Psychology. Psychology majors were more interested in graduate school than all other majors in the sample and were more interested in research than “other” majors. Psychology majors reported significantly less exposure to school psychology than “other” majors. Examination of the endorsement patterns of the participants indicated the following. Generally, misconceptions about school psychology were not endorsed at high levels. Sixty seven percent of the sample indicated they would attend graduate school. And 77% of the participants also endorsed items indicating they had interests in focusing on children and child related problems. The participants did specify there were some geographic restraints related to choice of graduate school. Fifty to 60% of the participants agreed they had personal qualifications which would make them highly competitive for graduate school admission. Implications for school psychology recruitment are offered. 相似文献
122.
Kristen Rebmann 《Open Learning》2013,28(3):273-282
This case study reports on patterns of participation in a virtual collaboratory organised around goals associated with the involvement of graduate students in research and writing projects. Traditionally, distance learning classrooms have been devoted to teaching content matter (in a virtual context) yet this case study reports on the use of synchronous learning contexts to support research and professionalisation on the part of graduate students in library and information science. Focus is placed on discussing virtual collaboratories as a form of learning design that modifies the use of existing (synchronous) distance learning classrooms. 相似文献
123.
Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and Macdonald (2002). Lack of challenge in their early academic experiences was also indicated as an influence. Findings are discussed within the context of the current literature on perfectionism in gifted students, and avenues for future research are suggested. 相似文献
124.
This study investigates the diversity of early prosocial behavior by examining the ability of ninety‐five 2‐ to 4‐year‐olds to provide aid to an adult experimenter displaying instrumental need, emotional distress, and material desire. Children provided appropriate aid in response to each of these cues with high consistency over multiple trials. In contrast to the consistency with which the children provided aid within each task, there were no cross‐task correlations, and the tendency to respond to each of the cues revealed unique developmental trajectories. Taken together, these results provide preliminary support for the importance of examining the cues to which children are responding and of differentiating between varieties of aid when considering the development of prosocial behavior. 相似文献
125.
ABSTRACT Thoughts about the self in the future, called possible selves, are an important component of the current identity of individuals. This study specifically focused on possible selves in the domain of memory and cognition. Both older and younger groups spontaneously reported possible selves in the cognitive domain, e.g., “learning a new skill,” but younger adults did not spontaneously mention any memory-related possible selves. In contrast, almost 1/3 of our well-educated older adults reported possible selves related to memory—and nearly half had memory or cognitive concerns. Furthermore, every older adult who spontaneously listed a memory self also selected this as his or her “most dreaded” feared self. These people reported engaging in physical and mental exercise to try to prevent this feared self from materializing. Although fears about cognition and memory are important in the self-concept of well-educated older adults, these individuals also appear to have a proactive approach to dealing with such fears. 相似文献
126.
Jennifer L. Bevan Kristen A. Stetzenbach Eric Batson Kulamo Bullo 《Communication quarterly》2013,61(3):367-381
Guided by the theoretical concept of uncertainty, the present study was an exploratory investigation of general partner and relational uncertainty within sibling relationships. Undergraduate and graduate student participants responded to a written survey utilizing scales measuring general partner uncertainty, relational uncertainty, extent of topic avoidance, and various relational and demographic items. Results revealed that siblings experience significantly more partner uncertainty than relational uncertainty, although both uncertainty types were experienced at low to moderate levels. Further, differing levels of partner and relational uncertainty were associated with frequency of sibling contact, but not with sibling dyadic gender composition. Finally, both general partner and relational uncertainty were significant predictors of levels of general topic avoidance, although neither uncertainty type predicted romantic/sexual relationship topic avoidance levels. Theoretical implications for uncertainty management are discussed in light of the unique sibling relationship. 相似文献
127.
128.
Caregivers’ use of metacognitive language in child care centers: Prevalence and predictors 总被引:1,自引:0,他引:1
Kristen L. Frampton Michal Perlman Jennifer M. Jenkins 《Early childhood research quarterly》2009,24(3):248-262
Use of metacognitive language by child care center staff in classrooms that serve preschool-aged children was examined. Staff's use of mental-state talk, perspective-taking talk, and activity-relevant questioning with children were coded in a series of 20-s snapshots taken over the course of one full morning per classroom. A total of 3401 snapshots were observed for 393 teachers in 103 classrooms. Staff used mental-state talk in 22% of the snapshots, activity-relevant questions in 12%, and perspective-taking talk in 3%. Structural and process predictors of staff's metacognitive language were examined for full-time staff (n = 148 in 95 classrooms) using multilevel modeling and ordinary least squares regression. Caregiver positive interaction style predicted caregivers’ engagement in all three types of language. Caregiver punitive interaction style was also a positive predictor of caregivers’ talk about others’ perspectives. In general, structural characteristics of the classroom were not significant predictors of staff's language. However, the proportion of children receiving a child care subsidy in the center negatively predicted perspective-taking discourse. Results indicate the importance of caregiver relational style in providing a more discourse-rich child care context. 相似文献
129.
Fedie R Carlstedt K Willson JD Kernozek TW 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):165-177
Many sports associated with anterior cruciate ligament (ACL) injury require athletes attend to a ball during participation. We investigated effects of attending to a ball on lower extremity mechanics during a side-cut maneuver and if these effects are consistent for males and females. Sagittal and frontal plane hip and knee kinematics and joint moments were measured during side-cut maneuvers in 19 male and 19 female National Collegiate Athletic Association division III basketball players. Participants also experienced two side-cut conditions that required attention to a ball. Our results did not indicate that the effect of attention varies with gender. However, during side-cut conditions while attending to a ball, internal knee adductor moment was 20% greater (p = 0.03) and peak knee flexion angle was 4 degrees larger (p < 0.01). Females demonstrated 5 degrees less hip flexion (p = 0.046), 12 degrees less knee flexion (p < 0.01), and 4 degrees more knee abduction (p = 0.026) at initial contact during all side-cut conditions than males. Attention to a ball may affect lower extremity mechanics relevant to ACL injury. The validity of laboratory studies of lower extremity mechanics for sports that include attention to a ball may be increased if participants are required to attend to a ball during the task. 相似文献
130.
This article reviews research published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. The literature search is described. Fifteen studies are included in the review and are grouped according to the types of cooperative learning strategies that were examined. Sample characteristics, measures, findings, and effect sizes are reported in a table. Achievement outcomes are mixed. Cooperative learning strategies that incorporate individual accountability and group rewards are more likely to improve achievement of students with disabilities. However, design problems across the studies limit conclusions to be drawn about the efficacy of cooperative learning. More research is needed before it may be viewed as an effective strategy for students with disabilities. 相似文献