In any country, there is a group of students who are at risk of dropping out of school without any qualifications. This is detrimental for many of those students, because failure to graduate increases risks of unemployment and societal exclusion. To reduce this risk, specialized curricula aim to prepare these students for their working life by fostering the development of a vocational identity, that is, how they define themselves as workers. As a prerequisite to achieving this goal, students need to attend school and feel engaged with school. The curricula seek ways to stimulate emotional school engagement, taking into account the heterogeneous target group of students they serve. To address potential consequences of individual differences, this questionnaire study (N=996) conducted in the Netherlands explored how various individual characteristics of students in these specialized curricula moderated the relationship between emotional school engagement and vocational identity. Results show that stronger school engagement always coincided with a stronger vocational identity; however, the strength of the relationship varied. Stimulating emotional school engagement was specifically important for the subgroups of students who are young, less agreeable, less motivated, and less resilient. In order to foster the vocational identity of their students, the specialized curricula are recommended to draw nuanced conclusions and formulate refined strategies to effectively respond to the heterogeneous group of students who are at risk of dropping out.
Information technology is widely used to fulfill societal goals such as safety and security. These application areas put ever changing demands on the functionality of the technology. Designing technological appliances to be reconfigurable, thereby keeping them open to functionalities yet to be determined, will possibly allow the technology to fulfill these changing demands in an efficient way. In this paper we present a first exploration of potential societal and moral issues of reconfigurable sensors developed for application in the safety and security domain, in the context of a large scale R&D-project in the Netherlands. We discuss the subtle distinction between the relevant notions of reconfigurability, function creep, and unrestricted or unforeseen technological affordances. We argue that the feature of reconfigurability makes context of use the central issue in the assessment of the societal and moral impact of the technology. It follows that the design of good policies for new application contexts has to be central in a value sensitive design approach to reconfigurable technology. 相似文献
The aim of this study was to analyse the effect of pedalling rate on the pattern of mechanical torque application and on neuromuscular fatigue during prolonged cycling exercise. Eleven well-trained individuals performed three 1-h pedalling sessions, at 50 rev?·?min?1, 110 rev?·?min?1 and a freely chosen cadence, at an intensity corresponding to 65% of their maximal aerobic power. The mechanical torque applied on the right pedal was recorded for 30?s every 5?min while pedalling. Contractile and neural properties of the quadriceps and hamstring muscles were analysed before and immediately after each of the three pedalling sessions. The post-exercise reduction in knee extensors maximal voluntary contraction was significant (P <?0.01) irrespective of the cadence, but no difference was found between cadences. The use of a particular cadence did not lead to preferentially central or peripheral fatigue. An increase in cadence resulted in greater positive and negative work generated during pedalling. The mechanical pattern was not altered during the exercise, whatever the selected cadence. The present study demonstrates that despite the occurrence of neuromuscular fatigue, trained individuals maintained a stable pedalling pattern throughout an endurance cycling exercise for cadences ranging from 50 to 110 rev?·?min?1. 相似文献
To investigate potential infant‐related antecedents characterizing later attachment security, this study tested whether attention to facial expressions, assessed with an eye‐tracking paradigm at 7 months of age (N =73), predicted infant–mother attachment in the Strange Situation Procedure at 14 months. Attention to fearful faces at 7 months predicted attachment security, with a smaller attentional bias to fearful expressions associated with insecure attachment. Attachment disorganization in particular was linked to an absence of the age‐typical attentional bias to fear. These data provide the first evidence linking infants' attentional bias to negative facial expressions with attachment formation and suggest reduced sensitivity to facial expressions of negative emotion as a testable trait that could link attachment disorganization with later behavioral outcomes. 相似文献
Adolescents have a strong desire to “be themselves.” How does experiencing authenticity—the sense of being one's true self—influence subjective well‐being? What allows adolescents to experience authenticity? This research tests a working model of how authenticity is implicated in adolescents’ well‐being. Using survey, diary, and experimental methodologies, four studies (total N =759, age range = 12–17) supported the main tenets of the model. Authenticity (a) enhances well‐being, (b) covaries with satisfaction of psychological needs for relatedness and competence; is caused by satisfaction of the need for autonomy; and (c) mediates the link between need satisfaction and well‐being. Authenticity is more than a powerful motive: It has robust, replicable effects on well‐being and may thus be a pervasive force in positive youth development. 相似文献
A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level. The sample consisted of 148 Dutch native speaking secondary school students divided in four groups: dyslexia, gifted/dyslexia, typically developing (TD), and gifted. All students were assessed on word reading and orthographic knowledge in Dutch and English when they were in 7th or 8th grade. A subsample (n = 71) was (re)assessed on Dutch, English, French, and German literacy one year later. Results showed that Dutch gifted students with dyslexia have higher NL literacy levels than averagely intelligent students with dyslexia. As in the NL, a stepwise pattern of group differences was found for English word reading and spelling, i.e., dyslexia < gifted/dyslexia < TD < gifted. However, it was not found for French and German literacy performance. These results point towards compensation: the higher English literacy levels of gifted/dyslexic students compared to their averagely intelligent dyslexic peers result from mechanisms that are unique to English as a FL. Differences in results between FLs are discussed in terms of variation in orthographic transparency and exposure. 相似文献
This article deals with the concept of misaligned parents’ aspirations, its relationship with student background characteristics, and its effects on long-term student performance. It is defined as the difference between parents’ educational ambitions for their child and the child's actual capacities. Multilevel regression analyses on a sample of 10,433 Dutch students, who were followed for 5 years, showed that misaligned aspirations are related to parental education level and ethnicity, and have a small/medium positive effect on student performance. Based on ecology theory, we proposed that misaligned aspirations relate to differences in parent involvement, student achievement motivation, and teacher expectation bias, and that these factors subsequently influence student performance. The findings, however, indicate that this only applies to teacher expectation bias. 相似文献