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Maternal separation anxiety is a construct that describes a mother's experience of worry, sadness, or guilt during short-term separations from her child. This investigation examined potential differences in psychological correlates between mothers with high and low levels of anxiety when their children were 8 months, 3 1/2 years, and 6 years of age. High levels of maternal separation anxiety had different psychological correlates contingent upon the age of the child. Depressive symptomatology and separation anxiety were unrelated at times 1 and 2, but when the children were 6 years old, mothers who had the highest levels of anxiety tended to have more depressive symptomatology, fewer coping skills, a more negative representation of self, and embraced more traditional sex-role values. Study findings are discussed with respect to their relevance to the mother's role as developmental partner to the child and linked to major theoretical perspectives that address the mother-child relationship. 相似文献
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Ellen Jansen Stéfanie André Cor Suhre 《Educational Assessment, Evaluation and Accountability》2013,25(2):115-130
The readiness and expectations questionnaire (REQ) assesses first-year students’ expectations and preparedness for their first year in university. This measurement instrument is useful for educational policy and curriculum development; it can also be used to predict the outcomes of the first year of college. This instrument was initially developed to compare students enrolled in programs in the Netherlands and New Zealand, with predominant populations of domestic students. However, the Bologna process and globalisation trends also have increased the availability of international degree programmes. This raised the question whether the REQ can be used to compare groups of international students. Therefore, this article aims to assess the cross-cultural measurement equivalence of the REQ in international bachelor degree programmes in economics and business in a Dutch university, taught in English. The results indicate that not all aspects of the instrument achieve measurement equivalence, but most of its scales, with some adaptations, can evaluate students’ expectations and preparedness and thus encourage a better match between student and institution. 相似文献
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This qualitative case study examined Twitter use by undergraduate and graduate students in three classes. Previous studies have shown that while some faculty use Twitter, few are incorporating it into classes despite many recommendations for such use. This study examined how students perceived Twitter as a classroom tool. As an optional activity, many started with Twitter but fewer continued through the semester. The study reports on content and counts of tweets as well as student self-reports on usage and interest. The researchers found students enjoyed being consumers of tweets but seldom retweeted or replied. Incorporating Twitter in courses will require careful consideration of scaffolding, modeling, privacy and course design. Questions remain as to whether the informal social focus of Twitter may overwhelm attempts to use it in more structured educational settings. 相似文献
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Valerie Ellen Kretz 《Communication Studies》2019,70(2):208-234
The current study examined the associations between television and movie use, romantic ideals (belief in love conquers all and soul mates), and relationship satisfaction among adults who were currently in romantic relationships. Participants were 306 individuals aged 18–64. They were asked about their media use, their romantic beliefs, and their current relationship. In addition to overall time spent watching television and movies, seven specific genres were measured. Results indicated that viewing each genre of television and movie analyzed (including relationship reality TV, TV drama, TV comedy, soap opera, and romantic movie) was positively associated with romantic ideals. The results for television were not in the hypothesized direction or consistent with prior studies. Television drama and romantic movie viewing were the strongest predictors of belief in love conquers all and relationship satisfaction, whereas soap opera viewing was the strongest predictor of belief in soul mates. None of these associations were moderated by age or relationship length. Mediation analyses also showed that specific genres of viewing were positively associated with relationship satisfaction via romantic ideals. The implications of viewing television and movies for adults’ romantic relationships are discussed. 相似文献
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Serena Clark Ellen Gallagher Neasa Boyle Michael Barrett Corey Hughes Niamh O'Malley Ikenna Ebuenyi Kevin Marshall Katriona O'Sullivan 《British Educational Research Journal》2023,49(2):266-287
Before the COVID-19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re-evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision-making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty-first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems. 相似文献