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151.
Eisenberg N Hofer C Spinrad TL Gershoff ET Valiente C Losoya SH Zhou Q Cumberland A Liew J Reiser M Maxon E 《Monographs of the Society for Research in Child Development》2008,73(2):vii-viii, 1-160
Adolescence is often thought of as a period during which the quality of parent-child interactions can be relatively stressed and conflictual. There are individual differences in this regard, however, with only a modest percent of youths experiencing extremely conflictual relationships with their parents. Nonetheless, there is relatively little empirical research on factors in childhood or adolescence that predict individual differences in the quality of parent-adolescent interactions when dealing with potentially conflictual issues. Understanding such individual differences is critical because the quality of both parenting and the parent-adolescent relationship is predictive of a range of developmental outcomes for adolescents. The goals of the research were to examine dispositional and parenting predictors of the quality of parents' and their adolescent children's emotional displays (anger, positive emotion) and verbalizations (negative or positive) when dealing with conflictual issues, and if prediction over time supported continuity versus discontinuity in the factors related to such conflict. We hypothesized that adolescents' and parents' conflict behaviors would be predicted by both childhood and concurrent parenting and child dispositions (and related problem behaviors) and that we would find evidence of both parent- and child-driven pathways. Mothers and adolescents (N5126, M age513 years) participated in a discussion of conflictual issues. A multimethod, multireporter (mother, teacher, and sometimes adolescent reports) longitudinal approach (over 4 years) was used to assess adolescents' dispositional characteristics (control/ regulation, resiliency, and negative emotionality), youths' externalizing problems, and parenting variables (warmth, positive expressivity, discussion of emotion, positive and negative family expressivity). Higher quality conflict reactions (i.e., less negative and/or more positive) were related to both concurrent and antecedent measures of children's dispositional characteristics and externalizing problems, with findings for control/regulation and negative emotionality being much more consistent for daughters than sons. Higher quality conflict reactions were also related to higher quality parenting in the past, positive rather than negative parent-child interactions during a contemporaneous nonconflictual task, and reported intensity of conflict in the past month. In growth curves, conflict quality was primarily predicted by the intercept (i.e., initial levels) of dispositional measures and parenting, although maintenance or less decrement in positive parenting, greater decline in child externalizing problems, and a greater increase in control/regulation over time predicted more desirable conflict reactions. In structural equation models in which an aspect of parenting and a child dispositional variable were used to predict conflict reactions, there was continuity of both type of predictors, parenting was a unique predictor of mothers' (but not adolescents') conflict reactions (and sometimes mediated the relations of child dispositions to conflict reactions), and child dispositions uniquely predicted adolescents' reactions and sometimes mothers' conflict reactions. The findings suggest that parent-adolescent conflict may be influenced by both child characteristics and quality of prior and concurrent parenting, and that in this pattern of relations, child effects are more evident than parent effects. 相似文献
152.
Effects of maternal interference on social behavior toward mother and exploratory play were examined in a laboratory experimental paradigm. Subjects were 40 1-year-olds and their mothers. Mothers of the 20 interference-group infants were instructed periodically to physically interfere with their child's independent object play during the first half of the observation session. A postinterference free-play period immediately followed. The 20 control-group infants were permitted by mother to play freely throughout the session. Groups were matched for exposure to play materials. Despite its aversiveness, interference had no subsequent effect on infant social initiatives to mother, responsiveness to mother's social bids, or exploratory play. 相似文献
153.
Smith CL Spinrad TL Eisenberg N Gaertner BM Popp TK Maxon E 《Parenting, science and practice》2007,7(3):305-329
OBJECTIVE: Longitudinal associations among maternal personality, emotional expressions, and parenting were examined. DESIGN: Maternal parenting (sensitivity and intrusiveness) and positive emotional expressions were observed during a free-play session with toddlers at 18 (T1, n = 246) and 30 (T3, n = 216) months. Mothers completed a personality measure at T1 and a questionnaire measuring their emotional expressiveness (positive and negative) when toddlers were 24 months old (T2, n = 213). RESULTS: Dimensions of maternal personality and maternal emotional expressiveness were related to individual differences in maternal parenting behaviors, in particular to maternal sensitivity. Conscientiousness and Agreeableness at T1 were positively associated with observed positive emotional expressions at T1. Agreeableness, Openness to Experience, and Extraversion at T1 also were positively related to positive emotional expressions reported by mothers at T2. Maternal positive emotional expressions (T1 and T2), in turn, were associated with more sensitive behavior observed with toddlers at T3. CONCLUSION: In addition to direct effects of maternal personality on maternal parenting, mothers' emotional expressiveness was found to be a possible pathway for explaining relations of maternal personality and parenting. 相似文献
154.
Diana H. Gruman Tracy W. Harachi Robert D. Abbott Richard F. Catalano Charles B. Fleming 《Child development》2008,79(6):1833-1852
Working within the developmental science research framework, this study sought to capture a dynamic and complex view of student mobility. Second‐ through fifth‐grade data (N = 1,003, predominantly Caucasian) were drawn from a longitudinal study, and growth curve analyses allowed for the examination of mobility effects within the context of other factors that put children at risk, including behavior problems and family stress. School changes predicted declines in academic performance and classroom participation but not positive attitude toward school. Time‐varying factors such as peer acceptance and teacher support had a positive influence on the growth trajectories of child outcomes. Additionally, teacher support had a particularly strong influence on positive attitudes toward school among children who had more school changes. 相似文献
155.
John Cowan Stephanie Richter Tracy Miller Jason Rhode Aline Click Jason Underwood 《The American journal of distance education》2017,31(3):160-172
ABSTRACTThe growth of distance education has necessitated strong evidence of quality for institutions of higher education, and numerous standards and principles of quality have been developed, such as Quality Matters? (Quality Matters). These systems are often considered only at the course level to guide design and improve student outcomes, but they can also help to pull the institution together and galvanize advancement in online development. Adopting online quality standards can be a complex process that requires changes to institutional culture. This article describes how the use of the Community of Practice (CoP) framework engaged a campus-wide network of individuals in adoption of the Quality Matters training, rubric, and review process to advance distance education support and online course development. Using Social Network Analysis, researchers were able to identify the strengths and weakness of the CoP during the early adoption phase of Quality Matters to quantitatively measure the connections among members of the community.Based on a survey administered to every participant who attended the Applying the Quality Matters Rubric? (APPQMR) workshop, researchers analyzed connections across the Quality Matters? (Quality Matters) Community of Practice (CoP). This analysis indicated strong cohesion of the network based on work related to distance education but low density for connections based on Quality Matters. Furthermore, it demonstrated that significant connections existed between members prior to the adoption of Quality Matters and identified key influencers within the network. The results also indicated that the Quality Matters leadership team at the institution is highly central to the Quality Matters CoP network. The results can be used to identify strategies to further adoption of Quality Matters at the institution by strengthening the CoP. 相似文献
156.
Tracy Beman 《海外英语》2007,(1):42-43
My mother's angry scream broke into the happy,friendly world of Mister Rogers' Neighborhood.Even as a 6-year-old, I often escaped into the neighborhood of the kind, soft-spoken man who wore that brightly colored sweater. But on this day, any attempt to slip into my safe TV world didn't work. My mom's angry shouts made sure of that. 相似文献
157.
158.
International Trends in Health Science Librarianship Part 18: The Middle East (Iran,Qatar and Turkey)
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Kimia Zeraatkar Haleh Ayatollahi Tracy Havlin Karen Neves Mesra Şendir 《Health information and libraries journal》2016,33(2):156-160
This is the 18th in a series of articles exploring international trends in health science librarianship in the 21st century. The focus of the present issue is the Middle East (Iran, Qatar and Turkey). The next feature column will investigate trends in the Balkan States JM 相似文献
159.
对于大学教育,我有这样一个梦想。这是一所存在于我们现有大学之中的虚拟全球性大学。在这所大学里,一群来自全球各所大学的学生将在四年的本科学习中,根据问题的深度,每年或每学期选择回答一个问题。这些问题将会围绕当今全球所共同面对的挑战。比如: 相似文献
160.
Deborah L. Schussler Inge R. Poole Tracy W. Whitlock Carolyn M. Evertson 《Teaching and Teacher Education》2007
This paper presents a model—hypertextual function—to consider teachers’ thinking, practice, and development in the use of technology. Hypertextual function is a multi-dimensional model linking a teacher's knowledge about students (familiarity) and technology (facility), with a teacher's teaching practice of integrating technology with content (transparency) and across disciplines and experiences (connectivity), and a teacher's sense of support (collegiality). Additionally, a teacher's context affects each of these. Such a model is important as technology becomes more pervasive and integrating technology into classrooms adds another layer of complexity to teaching. Case studies and graphic representations of the proposed model are presented. 相似文献