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Mariola C. Gremmen Christian Berger Allison M. Ryan Christian E.G. Steglich René Veenstra Jan K. Dijkstra 《Child development》2019,90(2):e192-e211
This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis. 相似文献
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Ryan Wells 《International Journal of Educational Research》2009,48(1):40-50
Secondary school enrolment in Uganda has historically favoured males over females. Recently, however, researchers have reported that the secondary enrolment gender gap has significantly diminished, and perhaps even disappeared in Uganda. Even if gender parity is being achieved for enrolment broadly, there may be a gender gap concerning age-appropriate enrolment. This is an important next step in educational research concerning gender equity in education worldwide. There is little information about what individual, family and regional factors influence age-appropriate enrolment. Therefore, this study investigates a potential age-appropriate enrolment gender gap for secondary-aged youth, and examines the factors that influence gendered enrolment behaviours in Uganda. Implications for policy, practice, and further research are discussed. 相似文献
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Developmentalists are often interested in understanding change processes, and growth models are the most common analytic tool for examining such processes. Nonlinear growth curves are especially valuable to developmentalists because the defining characteristics of the growth process such as initial levels, rates of change during growth spurts, and asymptotic levels can be estimated. A variety of growth models are described beginning with the linear growth model and moving to nonlinear models of varying complexity. A detailed discussion of nonlinear models is provided, highlighting the added insights into complex developmental processes associated with their use. A collection of growth models are fit to repeated measures of height from participants of the Berkeley Growth and Guidance Studies from early childhood through adulthood. 相似文献
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It is argued that online discussion is a useful tool for creating opportunities for learning in teacher education. In a project designed to improve the practicum in rural areas, researchers placed pre-service teachers (PSTs) in two different moderated online discussion forums: an unstructured personal blog space and a structured threaded discussion forum where discussion topics guided them to reflect on their practicum experiences in relation to theoretical components of their studies. Findings indicated a marked difference in the contributions made to each form of online discussion with significantly greater participation in the unstructured blog format. Using Kreber and Cranton’s hierarchy of reflection, analyses of both forums found that PSTs rarely engaged in high-level reflection. Examination of lecturer involvement in the forums suggests that their contributions did not sufficiently encourage PSTs towards optimum critical reflection. These results leave the researchers considering ways in which the practicum experience can better promote reflective practice in this crucial, component of teacher education. 相似文献
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