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121.
122.
Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms
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Erin Lewis‐Morrarty Kathryn A. Degnan Andrea Chronis‐Tuscano Daniel S. Pine Heather A. Henderson Nathan A. Fox 《Child development》2015,86(2):598-613
Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed. 相似文献
123.
A Conditional Joint Modeling Approach for Locally Dependent Item Responses and Response Times
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The assumption of conditional independence between the responses and the response times (RTs) for a given person is common in RT modeling. However, when the speed of a test taker is not constant, this assumption will be violated. In this article we propose a conditional joint model for item responses and RTs, which incorporates a covariance structure to explain the local dependency between speed and accuracy. To obtain information about the population of test takers, the new model was embedded in the hierarchical framework proposed by van der Linden ( 2007 ). A fully Bayesian approach using a straightforward Markov chain Monte Carlo (MCMC) sampler was developed to estimate all parameters in the model. The deviance information criterion (DIC) and the Bayes factor (BF) were employed to compare the goodness of fit between the models with two different parameter structures. The Bayesian residual analysis method was also employed to evaluate the fit of the RT model. Based on the simulations, we conclude that (1) the new model noticeably improves the parameter recovery for both the item parameters and the examinees’ latent traits when the assumptions of conditional independence between the item responses and the RTs are relaxed and (2) the proposed MCMC sampler adequately estimates the model parameters. The applicability of our approach is illustrated with an empirical example, and the model fit indices indicated a preference for the new model. 相似文献
124.
Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms
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Chih‐Yueh Chou Pin‐Hsun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):839-847
Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form positive interdependence among students and individual accountability for each student to promote student discussions in PI. The evaluation results show that the student discussion rate with the promoting mechanisms is significantly higher than the rate without the mechanisms. The results from the questionnaire reveal that the mechanisms form positive interdependence and individual accountability to promote students to engage in the discussions. 相似文献
125.
Judith Enriquez‐Gibson 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1354-1366
There is nothing less about paper and its use when it comes to academic study as we experience increasingly converging media spaces and functionalities of online applications within the screens of our laptops, mobile phones and tablet devices. The paper persists, and the paperless office, classroom and pedagogy become nothing but pure rhetoric. Hence, it is most pertinent to focus on paper and its “stickiness” in maintaining educational structures and practices. Usually hidden from view or neglected in educational technology studies is a consideration on how we think and interact not only with our mind but also with our heads and limbs. This paper will argue that paper has a composite place or bearing, a kind of stickiness to our technologised bodies, digital mobilities and hybrid practices in what I have coined here as papier‐mach(in)e. This claim will be supported by evidence that demonstrates how we simply think both practically and pathically and that our mobilities in media and physical spaces are in one form or another meshed with paper. In fact, a drive towards a paperless classroom or pedagogy is without much foundation when it comes to mobilising a sustainable agenda for technology‐enhanced learning. 相似文献
126.
Infants become sensitive to emotion expressions early in the 1st year and such sensitivity is likely crucial for social development and adaptation. Social interactions with primary caregivers may play a key role in the development of this complex ability. This study aimed to investigate how variations in parenting behavior affect infants' neural responses to emotional faces. Event‐related potentials (ERPs) to emotional faces were recorded from 40 healthy 7‐month‐old infants (24 males). Parental behavior was assessed and coded using the Emotional Availability Scales during free‐play interaction. Sensitive parenting was associated with increased amplitudes to positive facial expressions on the face‐sensitive ERP component, the negative central. Findings are discussed in relation to the interactive mechanisms influencing how infants neurally encode positive emotions. 相似文献
127.
Relationship Reciprocation Modulates Resource Allocation in Adolescent Social Networks: Developmental Effects
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Stephanie Burnett Heyes Yeou‐Rong Jih Per Block Chii‐Fen Hiu Emily A. Holmes Jennifer Y. F. Lau 《Child development》2015,86(5):1489-1506
Adolescence is characterized as a period of social reorientation toward peer relationships, entailing the emergence of sophisticated social abilities. Two studies (Study 1: N = 42, ages 13–17; Study 2: N = 81, ages 13–16) investigated age group differences in the impact of relationship reciprocation within school‐based social networks on an experimental measure of cooperation behavior. Results suggest development between mid‐ and late adolescence in the extent to which reciprocation of social ties predicted resource allocation. With increasing age group, investment decisions increasingly reflected the degree to which peers reciprocated feelings of friendship. This result may reflect social‐cognitive development, which could facilitate the ability to navigate an increasingly complex social world in adolescence and promote positive and enduring relationships into adulthood. 相似文献
128.
Martine Poirier Michle Dry Jean Toupin Pierrette Verlaan Jean‐Pascal Lemelin Jadzia Jagiellowicz 《Psychology in the schools》2015,52(4):403-418
There is limited empirical research on the correlates of conduct problems (CP) and depression comorbidity during childhood. This study investigated 479 elementary school children (48.2% girls). It compared children with comorbidity to children with CP only, depression only, and control children on individual, academic, social, and family characteristics. The study also analyzed gender differences in the associations between correlates and comorbidity. Multinomial logistic regression results revealed that children with CP and depression had higher levels of anxiety and more school difficulties than children with CP only, more social difficulties and more severe attention deficit and hyperactivity disorder (ADHD) symptoms than children with depression only, and more difficulties in all domains than control children. Girls with CP and depression presented a particularly negative profile, including lower school abilities than CP and control girls, and lower social skills and more severe ADHD symptoms than control girls. Implications for evaluation and intervention planning are discussed. 相似文献
129.
Iraqi,Syrian, and Palestinian Refugee Adolescents' Beliefs About Parental Authority Legitimacy and Its Correlates
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This study examined intra‐ and interindividual variations in parental legitimacy beliefs in a sample of 883 Arab refugee adolescents (Mage = 15.01 years, SD = 1.60), 277 Iraqis, 275 Syrians, and 331 Palestinians in Amman, Jordan. Confirmatory factor analyses showed distinct latent factors for moral–conventional, prudential, and personal legitimacy items. Older adolescents rated legitimacy lower for personal issues, but higher for prudential issues. Beliefs were associated with socioeconomic status (fathers' education, family size), particularly for personal issues, but were more pervasively associated with displacement‐related experiences. Greater war trauma was associated with less prudential legitimacy for all youth and more authority legitimacy over moral–conventional issues for Syrian youth. Greater hopefulness was associated with more authority legitimacy over all but personal issues. 相似文献
130.
Henrik Åström Elmersjö 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):727-743
During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organisations could work in order to attain legitimacy. The article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings. 相似文献