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71.
This study investigated the relationship between psychopathology and shame. Three hundred and thirty-one Secondary 2 students from Singapore participated in the study. All students completed a self-report questionnaire consisting of the Anxiety and Depression scales of the Behavior Assessment System for Children (BASC), the short version of the Aggression Questionnaire (AQ), and the Internalized Shame Scale (ISS). As predicted, students in the comorbid group at-risk for anxiety, depression and aggression, had significantly higher shame scores compared with at-risk students in all the other three single-disordered groups (anxiety-only, depression-only, or aggression-only) as well as students in the control group. Also, as expected, the control group scored significantly lower compared to all other single-disorder groups and the comorbid group. Implications of these findings with regard to comorbidity of psychopathology and its relationship to shame, classroom interventions, as well as implications pertaining to teachers' and counsellors' work with at-risk students will be discussed. 相似文献
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Janice W. Y. Wong Melissa O’Donnell Donna Bayliss Janet Fletcher Rebecca Glauert 《Educational Research for Policy and Practice》2017,16(2):109-127
Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have shared characteristics has not been investigated, as this is only possible through the use of linked administrative data. Participants were born in Western Australia in 1994 and 1995, and their birth records were linked to participation status in the Year 9 academic tests to determine the proportion of students who were absent. Logistic regression was conducted to investigate characteristics which predicted absence on test day. A proportion of non-Aboriginal (3.2 %) and Aboriginal students (21.9 %) were absent on test day. Risk factors which predicted the absence included contact with Child Protection and Family Services, history of maternal mental health problems, and fathers aged below 20 years at the time of their child’s birth. A significant proportion of students was absent and therefore not represented in academic achievement information. These students were more likely to have experienced adverse events and therefore are not randomly absent. As these data are typically used to inform policies which aim to improve educational outcomes, they may lack the necessary information to adequately address the complex needs of students who are absent on test day. However, findings suggest that service providers, as well as schools may play an important role in encouraging participation in school. 相似文献
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Susan Herring Kirk Job-Sluder Rebecca Scheckler Sasha Barab 《The Information Society》2002,18(5):371-384
A common phenomenon in online discussion groups is the individual who baits and provokes other group members, often with the result of drawing them into fruitless argument and diverting attention from the stated purposes of the group. This study documents a case in which the members of an online community--a feminist web-based discussion forum--are targeted by a "troll" attempting to disrupt their discussion space. We analyze the strategies that make the troller successful and the targeted group largely ineffectual in responding to his attack, as a means to understand how such behavior might be minimized and managed in general. The analysis further suggests that feminist and other nonmainstream online forums are especially vulnerable, in that they must balance inclusive ideals against the need for protection and safety, a tension that can be exploited by disruptive elements to generate intragroup conflict. 相似文献
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Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval
Jennifer R. Laude Jessica P. Stagner Rebecca Rayburn-Reeves Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46
Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally. 相似文献
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Despite the impact of genetics on daily life, biology undergraduates understand some key genetics concepts poorly. One concept requiring attention is dominance, which many students understand as a fixed property of an allele or trait and regularly conflate with frequency in a population or selective advantage. We present the Dominance Concept Inventory (DCI), an instrument to gather data on selected alternative conceptions about dominance. During development of the 16-item test, we used expert surveys (n = 12), student interviews (n = 42), and field tests (n = 1763) from introductory and advanced biology undergraduates at public and private, majority- and minority-serving, 2- and 4-yr institutions in the United States. In the final field test across all subject populations (n = 709), item difficulty ranged from 0.08 to 0.84 (0.51 ± 0.049 SEM), while item discrimination ranged from 0.11 to 0.82 (0.50 ± 0.048 SEM). Internal reliability (Cronbach''s alpha) was 0.77, while test–retest reliability values were 0.74 (product moment correlation) and 0.77 (intraclass correlation). The prevalence of alternative conceptions in the field tests shows that introductory and advanced students retain confusion about dominance after instruction. All measures support the DCI as a useful instrument for measuring undergraduate biology student understanding and alternative conceptions about dominance. 相似文献
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