共查询到20条相似文献，搜索用时 15 毫秒
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Nicole S. J. Dryburgh Emma Ponath William M. Bukowski Melanie A. Dirks 《Child development》2022,93(3):e332-e347
This meta-analysis examined concurrent associations between aggression, withdrawal, assertion, and prosocial behavior and each of positive and negative friendship quality across studies with 22,657 children and adolescents (Mage = 11.71 years; 51.7% girls; 67.7% White). Studies were published between 1995 to 2021 and 32.4% were conducted outside of North America. Aggression was linked to more negative, = .19, 95% CI [.14, .24], and less positive, = −.05 [−.08, −.01], friendships. Withdrawal was associated with less positive friendships, = −.13 [−.18, −.08], whereas prosocial behavior was related to more positive, = .29 [.22, .37], as well as less negative, = −.16 [−.20, −.12], friendships. Assertion was related to more positive friendships, = .15 [.01, .28]. 相似文献
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Hilary J. Traut Nicolas Chevalier Ryan M. Guild Yuko Munakata 《Child development》2021,92(6):e1290-e1307
Children struggle to stop inappropriate behaviors. What interventions improve inhibitory control, for whom, and why? Prior work suggested that practice proactively monitoring for relevant signals improved children’s inhibitory control more than practice with motoric stopping. However, these processes were not clearly dissociated. This study tested 162 seven- to nine-year-old children (89 female, 72 male, 1 unreported; 82% White) on the stop-signal task, following monitoring or stopping-focused practice. Both methods improved inhibitory control, supported generalization, and interacted ( = .20–.73). Practice approaches differentially impacted variability ( = .01–.09). Only monitoring benefits showed signs of depending upon proactive control ( = .02). These findings highlight unique contributions of attentional and stopping processes to inhibitory control, suggesting possibilities for tailored interventions. 相似文献
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Mengtian Xia Astrid M. G. Poorthuis Qiang Zhou Sander Thomaes 《Child development》2022,93(2):e207-e221
Western literature suggests that young children overestimate their performance across a range of tasks. Research in non-Western cultures, however, is lacking. In 2019, 101 Chinese (52% girls) and 98 Dutch (49% girls) children, ages 4 and 5, were asked to estimate how well they would perform on both a motor and a memory task. Children from both countries overestimated their performance to the same extent ( = .077 and .027 for the motor and memory tasks, respectively). They generally persevered in doing so despite receiving realistic performance feedback. Yet, children overestimated their peers’ performance about as much as their own performance, in some cases even more. This is the first demonstration of performance overestimation in children growing up in a non-Western culture. 相似文献
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Understanding disease transmission is a complex problem highlighted by the COVID-19 pandemic. These studies test whether 3- to 6-year-old children in the United States use information about social interactions to predict disease transmission. Before and during COVID-19, children predicted illness would spread through close interactions. Older children outperformed younger children with no associations between task performance and pandemic experience. Children did not predict that being hungry or tired would similarly spread through close interactions. Participants include 196 three- to six-year-olds (53% girls, 47% boys; 68% White, 9% Black, 7% Asian, 6% Hispanic or Latinx), with medium-sized effects (d = .6, = .3). These findings suggest that thinking about social interaction supports young children's predictions about illness, with noted limitations regarding children's real-world avoidance of disease-spreading behaviors. 相似文献
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Sandip Sinharay 《Journal of Educational Measurement》2017,54(4):420-439
Person‐fit assessment (PFA) is concerned with uncovering atypical test performance as reflected in the pattern of scores on individual items on a test. Existing person‐fit statistics (PFSs) include both parametric and nonparametric statistics. Comparison of PFSs has been a popular research topic in PFA, but almost all comparisons have employed simulated data. This article suggests an approach for comparing the performance of parametric and nonparametric PFSs using real data. This article then shows that there is no clear winner between , a popular parametric PFS, and , a popular nonparametric statistic, in a comparison using the suggested approach. This finding is contradictory to the common finding shown by Karabatsos, Dimitrov and Smith, and Tendeiro and Meijer that is more powerful than several parametric PFSs including and . 相似文献
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Sandip Sinharay 《Journal of Educational Measurement》2016,53(1):63-85
De la Torre and Deng suggested a resampling‐based approach for person‐fit assessment (PFA). The approach involves the use of the statistic, a corrected expected a posteriori estimate of the examinee ability, and the Monte Carlo (MC) resampling method. The Type I error rate of the approach was closer to the nominal level than that of the traditional approach of using along with the assumption of a standard normal null distribution. This article suggests a generalized resampling‐based approach for PFA that allows one to employ or another person‐fit statistic (PFS) based on item response theory, the corrected expected a posteriori estimate or another ability estimate, and the MC method or another resampling method. The suggested approach includes the approach of de la Torre and Deng as a special case. Several approaches belonging to the generalized approach perform very similarly to the approach of de la Torre and Deng's in two simulation studies and in applications to three real data sets, irrespective of the PFS used. The generalized approach promises to be useful to those interested in resampling‐based PFA. 相似文献
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To ensure the widespread dissemination of information and to foster interaction and dialogue with users, higher education institutions need to develop an active profile on the social networks. This paper analyses the influence of universities' posting strategy on their followers' engagement (reaction, virality and conversation) by measuring the level of activity and type of presence on their social networks. A content analysis was conducted to analyse 90,000 posts by 70 universities from Europe, the United States and Latin America on their institutional profiles on Twitter, Facebook and LinkedIn. The universities' posting activity on their social media is moderate (with an overall mean of 7.04 posts per day), but the interaction rate is very low (0.237), far below the recommended levels of engagement. Notably, increased activity by universities on social networks does not lead to greater engagement but points to an inverse relationship between the two. Our findings also indicate that university-created content (UCC) achieves a higher level of engagement ( = 169.41) than university-shared content (USC) ( = 126.18). This study explores the effect of universities' posting strategy dimensions on their follower's interaction. 相似文献
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Computerized adaptive testing offers the possibility of gaining information on both the overall ability and cognitive profile in a single assessment administration. Some algorithms aiming for these dual purposes have been proposed, including the shadow test approach, the dual information method (DIM), and the constraint weighted method. The current study proposed two new methods, aggregate ranked information index (ARI) and aggregate standardized information index (ASI), which appropriately addressed the noncompatibility issue inherent in the original DIM method. More flexible weighting schemes that put different emphasis on information about general ability (i.e., in item response theory) and information about cognitive profile (i.e., in cognitive diagnostic modeling) were also explored. Two simulation studies were carried out to investigate the effectiveness of the new methods and weighting schemes. Results showed that the new methods with the flexible weighting schemes could produce more accurate estimation of both overall ability and cognitive profile than the original DIM. Among them, the ASI with both empirical and theoretical weights is recommended, and attribute‐level weighting scheme is preferred if some attributes are considered more important from a substantive perspective. 相似文献
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Ramya Chandrasekaran Shairah Radzi Peh Zhen Kai Preman Rajalingam Jerome Rotgans Sreenivasulu Reddy Mogali 《Anatomical sciences education》2022,15(5):850-862
Due to the modernization of the medical curriculum and technological advancements, anatomy education has evolved beyond cadaveric dissection alone. Plastination techniques, three-dimensional (3D) modeling, and 3D printing technologies have progressively gained importance. However, there are limited valid and reliable surveys to evaluate students' perceptions of these new anatomy tools. Hence, this study aimed to develop a validated instrument to measure students' learning satisfaction, self-efficacy, humanistic values, and perceived limitations of plastinated and 3D printed models. A 41-item survey (five-point Likert scale, 1 = strongly disagree to 5 = strongly agree) was administered to Year 1 undergraduate medical students following a randomized controlled crossover study that evaluated plastinated and 3D printed cardiac and neck models. Ninety-six responses were received, and a factor analysis was performed with the Kaiser–Meyer–Olkin sampling adequacy of 0.878. The confirmatory factor analysis yielded a 4-factor, 19 items model that had a good fit with the latent constructs of
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Ethnic Socialization in Neighborhood Contexts: Implications for Ethnic Attitude and Identity Development Among Mexican‐Origin Adolescents 
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下载免费PDF全文 Rebecca M. B. White George P. Knight Michaeline Jensen Nancy A. Gonzales 《Child development》2018,89(3):1004-1021
Neighborhood Latino ethnic concentration, above and beyond or in combination with mothers' and fathers' ethnic socialization, may have beneficial implications for minority adolescents' ethnic attitude and identity development. These hypotheses, along with two competing hypotheses, were tested prospectively (from = 12.79–15.83 years) in a sample of 733 Mexican‐origin adolescents. Neighborhood ethnic concentration had beneficial implications for ethnic identity processes (i.e., ethnic exploration and perceived peer discrimination) but not for ethnic attitudes. For Mexico‐born adolescents, high maternal ethnic socialization compensated for living in neighborhoods low on ethnic concentration. Findings are discussed vis‐à‐vis the ways in which they address major gaps in the neighborhood effects literature and the ethnic and racial identity development literature. 相似文献
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Using generalizability analysis to estimate parameters for anatomy assessments: A multi‐institutional study 下载免费PDF全文
下载免费PDF全文 Jessica N. Byram Mark F. Seifert William S. Brooks Laura Fraser‐Cotlin Laura E. Thorp James M. Williams Adam B. Wilson 《Anatomical sciences education》2017,10(2):109-119
With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline‐based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109–119. © 2016 American Association of Anatomists. 相似文献
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Overt and Relational Victimization: A Meta‐Analytic Review of Their Overlap and Associations With Social–Psychological Adjustment 下载免费PDF全文
下载免费PDF全文 This meta‐analytic review includes 135 studies, representing 17 countries, of child and adolescent (ages 4–17) samples of overt and relational peer victimization and examines the magnitude of overlap between forms of victimization and associations with five social–psychological adjustment indices. Results indicate a strong intercorrelation between forms of victimization ( = .72). No gender difference with regard to relational victimization was found, but boys were slightly higher in overt victimization. Overt victimization is more strongly associated with overt aggression; relational victimization is more strongly related to internalizing problems, lower levels of received prosocial behavior from peers, and relational aggression. Both forms are related to externalizing problems. Age and method of assessment were explored as potential sources of variability in effect sizes. 相似文献
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Katie A. Farina 《Journal of School Choice》2019,13(1):94-120
Bullying has received increased attention from academics, scholars, and the media over the past decade and a half. The effects of bullying can be devastating and long lasting for victims and bullies alike. Recent prevention efforts and research has focused on the school environment as a whole. As such, two areas of interest that could affect bullying are the roles of school climate and school sector. School sector is important to examine as private schools make up 25% of all schools in the United States and approximately 80% of private school students attended faith-based institutions (Broughman &; Swaim, 2013). This study utilized the School Crime Supplement to understand how school climate and school sector affect students’ experiences of bullying victimization. Using chi square analysis, propensity score analysis, and multiple regression models (of the total sample, public school sample, and private school sample), as well as Z-score coefficients, findings suggest that a positive school climate predicted less reporting of bullying incidents and that private school students in particular reported a more positive school climate and less bullying. 相似文献
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The present study reports the short‐ and long‐term effects of an anti‐bullying intervention program based on a particular set of curricular activities that aimed to create classroom opportunities for awareness raising, self‐reflection, and problem‐solving situations relevant to bullying. The core of the intervention was a four‐week period during which a series of activities were organised in each individual class. An experimental pre‐test/post‐test design with a control group was used. The sample consisted of 454 pupils (206 control: 123 boys and 83 girls; and 248 experimental: 126 boys and 122 girls) drawn from the fourth‐ to sixth‐grade classrooms of 10 primary schools in central Greece (mean age = 10.23, SD = .84). Data were collected using self‐report measures, before the intervention (December 2003), immediately after the intervention, at the end of the same school year (May 2004), and six months afterwards (November 2004). The results indicated that the program contributed to a positive reduction in outsider behaviour (children remaining uninvolved and thus silently allowing bullying to continue) and enhanced students’ self‐efficacy beliefs for both assertion and intervening in bully/victim incidents. However, the long‐term effectiveness of the program was limited. These findings have important implications for interventions to tackle the negative effects associated with bullying in schools. 相似文献
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Kärnä A Voeten M Little TD Poskiparta E Kaljonen A Salmivalli C 《Child development》2011,82(1):311-330
This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of implementation, the intervention had consistent beneficial effects on 7 of the 11 dependent variables, including self- and peer-reported victimization and self-reported bullying. The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6. Despite some evidence against school-based interventions, the results suggest that well-conceived school-based programs can reduce victimization. 相似文献
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Krista Mattern Justine Radunzel Maria Bertling Andrew D. Ho 《Educational Measurement》2018,37(3):11-23
The percentage of students retaking college admissions tests is rising. Researchers and college admissions offices currently use a variety of methods for summarizing these multiple scores. Testing organizations such as ACT and the College Board, interested in validity evidence like correlations with first‐year grade point average (FYGPA), often use the most recent test score available. In contrast, institutions report using a variety of composite scoring methods for applicants with multiple test records, including averaging and taking the maximum subtest score across test occasions (“superscoring”). We compare four scoring methods on two criteria. First, we compare correlations between scores and FYGPA by scoring method. We find them similar (). Second, we compare the extent to which test scores differentially predict FYGPA by scoring method and number of retakes. We find that retakes account for additional variance beyond standardized achievement and positively predict FYGPA across all scoring methods. Superscoring minimizes this differential prediction—although it may seem that superscoring should inflate scores across retakes, this inflation is “true” in that it accounts for the positive effects of retaking for predicting FYGPA. Future research should identity factors related to retesting and consider how they should be used in college admissions. 相似文献