Laboratory-based studies show that intercultural interactions often cause people to feel stressed and anxious. However, we know fairly little about how intercultural interactions unfold outside of the laboratory. The present study examined associations between the proportion of daily intercultural interactions among 97 university students and their daily distress as well as daily well-being, using a 21-day end-of-day diary design. Overall, on days where participants had a larger proportion of intercultural interactions compared to their habitual level, they reported more psychological distress, with a small effect size. This association was similar for participants with majority status and for those with minority status. Daily proportion of intercultural interaction was unrelated to daily psychological well-being. We also observed no associations between daily intercultural interaction proportion and distress/well-being across days (using lagged analyses). This work extends laboratory-based findings that intercultural interactions are taxing to unstructured naturalistic settings. 相似文献
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively. 相似文献
Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective.
Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads.
Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions. 相似文献
In this article, we present an approach for comprehensive analysis of the effectiveness of interventions based on nonlinear structural equation mixture models (NSEMM). We provide definitions of average and conditional effects and show how they can be computed. We extend the traditional moderated regression approach to include latent continous and discrete (mixture) variables as well as their higher order interactions, quadratic or more general nonlinear relationships. This new approach can be considered a combination of the recently proposed EffectLiteR approach and the NSEMM approach. A key advantage of this synthesis is that it gives applied researchers the opportunity to gain greater insight into the effectiveness of the intervention. For example, it makes it possible to consider structural equation models for situations where the treatment is noneffective for extreme values of a latent covariate but is effective for medium values, as we illustrate using an example from the educational sciences. 相似文献