论网络游戏对青少年法律意识的影响

网络游戏在推动文化产业发展、丰富青少年娱乐生活、培养青少年动手动脑能力等方面具有积极作用,但其消极影响亦日渐凸显。课题组对北方某地区的4个少年犯看守所、3所监狱、2所工读学校三组对象进行了问卷调查,采用SPSS统计工具,就青少年参与网络游戏对其法律意识影响的相关性进行分析。研究发现,网络游戏易导致青少年淡化规则意识,冲击法律权威;疏离现实生活,消解社会参与意识;沉迷于虚幻世界,弱化社会责任意识;孳生与主流价值观念相悖逆的价值观,出现错误的价值选择;意识水平下降,冲动型违法行为增加。对网络游戏与青少年法律意识的这种相关性,学校和社会须高度关注。     

An integrated curriculum approach to increasing habitual physical activity in deprived South Asian children

Integrating physical activity (PA) within a school curriculum is a promising approach for increasing PA in children. To date, no research has examined its effectiveness in increasing the low levels of PA witnessed in deprived South Asian (SA) children. The study aims to ascertain whether an integrated school-based curriculum and pedometer intervention could increase PA in children from deprived SA backgrounds. Following ethical approval and informed consent, 134 deprived SA children (63 boys, 71 girls, control (n?=?40, mean age?=?11.12 years, SD?=?0.32 years) and intervention (n?=?94, mean age?=?9.48 years, SD?=?0.62 years)) from a primary school in England, UK, completed a 6-week integrated PA intervention based on virtually walking from their school (middle of the country) to the coast and back (March–July 2013). Habitual PA was determined at baseline and post 6 weeks intervention for both groups, and determined weekly during the intervention in the experimental group. The results indicated that average daily steps were significantly higher at post 6 weeks compared to baseline for the intervention group (intervention mean change?=?8694 steps/day, SD?=?7428 steps/day vs. control mean change?=??1121 steps/day, SD?=?5592 steps/day, 95% CI of difference, 6726–7428 steps/day, P?=?.001, d?=?1.76). In addition, significant decreases in BF% and waist circumference were observed in the intervention group post 6 weeks (mean change for BF%?=??4.5%, mean change for WC?=??1.7?cm, P?=?.001). School-based integrated curriculum and pedometer interventions provide a feasible and effective mechanism for increasing habitual PA in primary school children from deprived SA backgrounds.     

The influence of student gender on the assessment of undergraduate student work

The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed.     

Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire

The Assessment Experience Questionnaire has been widely used to measure conditions of learning from assessment. It is one of three methods used in the ‘Transforming the Experience of Students through Assessment’ research process, originally funded by the Higher Education Academy to explore programme assessment patterns, and now used extensively in universities in the United Kingdom. Given the growth of assessment and feedback research over the last decade, the Assessment Experience Questionnaire is ripe for revision. Critics have queried its theoretical and statistical robustness. This study investigated the psychometric properties of the Assessment Experience Questionnaire, as the first step in the process of strengthening the instrument. Specifically, we examined the validity of the questionnaire with a sample of final year undergraduate students from eight UK universities (n?=?633). Results were mixed, confirming that the questionnaire has some value, but indicating that not all sub-scales possess adequate psychometric properties to underpin confident conclusions. As a result, we have embarked on a process of making conceptual modifications to the Assessment Experience Questionnaire, both to update the theoretical constructs, and to ensure stronger overall validity.     

Children's social and scholastic lives in kindergarten: related spheres of influence?

Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment.     

Only Familiar Information is a “Curse”: Children’s Ability to Predict What Their Peers Know

The ability to make inferences about what one’s peers know is critical for social interaction and communication. Three experiments (n = 309) examined the curse of knowledge, the tendency to be biased by one’s knowledge when reasoning about others’ knowledge, in children’s estimates of their peers’ knowledge. Four- to 7-year-olds were taught the answers to factual questions and estimated how many peers would know the answers. When children learned familiar answers, they showed a curse of knowledge in their peer estimates. But, when children learned unfamiliar answers to the same questions, they did not show a curse of knowledge. These data shed light on the mechanisms underlying perspective taking, supporting a fluency misattribution account of the curse of knowledge.