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1.
Self‐stigma is a phenomenon in which negative public stereotypes about mental illness are internalized and can undermine help‐seeking. Unfortunately, little is known about how self‐stigmatization relates to positive well‐being indicators among youth. A sample of 134 high school students completed established measures of self‐stigma, well‐being, self‐esteem, self‐efficacy, and self‐criticism. Analyses confirmed that self‐stigma was associated with overall well‐being and five well‐being subscales (autonomy, environmental mastery, personal growth, positive relations, and self‐acceptance); the strongest associations were with autonomy and positive relations with others. The majority of these associations still held when simultaneously controlling for self‐esteem, self‐efficacy, and self‐criticism. Taken together, findings point to the need for greater awareness of self‐stigma along with an explicit focus on the promotion of protective well‐being in prevention work and interventions designed to alleviate the tendency for young people to internalize stigma. Additionally, findings have theoretical implications for the “why try” model of self‐stigma.  相似文献   

2.
Infants' visual short‐term memory (VSTM) for simple objects undergoes dramatic development: Six‐month‐old infants can store in VSTM information about only a simple object presented in isolation, whereas 8‐month‐old infants can store information about simple objects presented in multiple‐item arrays. This study extended this work to examine the development of infants' VSTM for complex objects during this same period (N = 105). Using the simultaneous streams change detection paradigm, Experiment 1 confirmed the previous developmental trajectory between 6 and 8 months. Experiment 2 showed that doubling the exposure time did not enhance 6‐month‐old infants' change detection, demonstrating that the developmental change is not due to encoding speed. Thus, VSTM for simple and complex objects appears to follow the same developmental trajectory.  相似文献   

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4.
By 12 months, children grasp that a phonetic change to a word can change its identity (phonological distinctiveness). However, they must also grasp that some phonetic changes do not (phonological constancy). To test development of phonological constancy, sixteen 15‐month‐olds and sixteen 19‐month‐olds completed an eye‐tracking task that tracked their gaze to named versus unnamed images for familiar words spoken in their native (Australian) and an unfamiliar non‐native (Jamaican) regional accent of English. Both groups looked longer at named than unnamed images for Australian pronunciations, but only 19‐month‐olds did so for Jamaican pronunciations, indicating that phonological constancy emerges by 19 months. Vocabulary size predicted 15‐month‐olds' identifications for the Jamaican pronunciations, suggesting vocabulary growth is a viable predictor for phonological constancy development.  相似文献   

5.
This article summarizes the current knowledge of response‐to‐intervention (RTI) models in preschool settings, with an emphasis on evaluating the strengths and weaknesses of our current research base. Particular attention is given to the unique challenges of high‐risk preschool settings. Presently, sufficient empirical support exists to begin establishing tiered intervention systems and building teacher capacity. Lacking, however, are valid and reliable assessment tools and insufficiently trained personnel to support a data‐based decision‐model within high‐risk preschools. We conclude that organizational development should focus on building teacher capacity, establishing high‐quality classroom instruction, and planning for sustainable programs, with adoption of a full RTI service delivery model serving as a long‐range aspirational goal. © 2011 Wiley Periodicals, Inc.  相似文献   

6.
Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided.  相似文献   

7.
Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc.  相似文献   

8.
Anatomy students studying dissected anatomical specimens were subjected to either a loosely‐guided, self‐directed learning environment or a strictly‐guided, preformatted gross anatomy laboratory session. The current study's guiding questions were: (1) do strictly‐guided gross anatomy laboratory sessions lead to higher learning gains than loosely‐guided experiences? and (2) are there differences in the recall of anatomical knowledge between students who undergo the two types of laboratory sessions after weeks and months? The design was a randomized controlled trial. The participants were 360 second‐year medical students attending a gross anatomy laboratory course on the anatomy of the hand. Half of the students, the experimental group, were subjected without prior warning to station‐based laboratory sessions; the other half, the control group, to loosely‐guided laboratory sessions, which was the course's prevailing educational method at the time. The recall of anatomical knowledge was measured by written reproduction of 12 anatomical names at four points in time: immediately after the laboratory experience, then one week, five weeks, and eight months later. The strictly‐guided group scored higher than the loosely‐guided group at all time‐points. Repeated ANOVA showed no interaction between the results of the two types of laboratory sessions (P = 0.121) and a significant between‐subject effect (P ≤ 0.001). Therefore, levels of anatomical knowledge retrieved were significantly higher for the strictly‐guided group than for the loosely‐guided group at all times. It was concluded that gross anatomy laboratory sessions with strict instructions resulted in the recall of a larger amount of anatomical knowledge, even after eight months. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

9.
This study investigated the effects of online drill‐and‐practice activities using student‐generated questions on academic performance and motivation as compared with online drill‐and‐practice using teacher‐generated questions and no drill‐and‐practice in a student question‐generation (SQG) learning context. A quasi‐experimental research method was adopted for the purposes of this study. Six fifth‐grade classes (n = 145) participated in a weekly online activity for 5 weeks. Analysis of covariance results showed significant differences among the different treatment groups with regard to both academic performance and motivation. Post hoc comparisons using simultaneous confidence intervals, however, did not demonstrate the use of online SQG combined with answering peer‐generated questions to be more conducive to learning with regard to any of the observed variables as compared with the use of online SQG combined with answering teacher‐generated questions. Furthermore, answering student‐generated questions in addition to online SQG did not lead to added gains in learning as compared with the online SQG‐alone group. Some reasons for the unexpected findings are proposed, and the significance of this study, as well as suggestions for instructional implementations and future research, are provided.  相似文献   

10.
Recent research has shown that infants are more likely to engage with in‐group over out‐group members. However, it is not known whether infants' learning is influenced by a model's group membership. This study investigated whether 14‐month‐olds (N = 66) selectively imitate and adopt the preferences of in‐group versus out‐group members. Infants watched an adult tell a story either in their native language (in‐group) or a foreign language (out‐group). The adult then demonstrated a novel action (imitation task) and chose 1 of 2 objects (preference task). Infants did not show selectivity in the preference task, but they imitated the in‐group model more faithfully than the out‐group model. This suggests that cultural learning is beginning to be truly cultural by 14 months of age.  相似文献   

11.
This article assesses gender differences in academic self‐concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single‐sex or co‐educational schools affected students' perceptions of their own academic abilities (academic self‐concept). Academic self‐concept was found to be highly gendered, even controlling for prior test scores. Boys had higher self‐concepts in mathematics and science, and girls in English. Single‐sex schooling reduced the gender gap in self‐concept, while selective schooling was linked to lower academic self‐concept overall.  相似文献   

12.
The current study explored parental processes associated with children's global self‐esteem development. Eighty 5‐ to 13‐year‐olds and one of their parents provided qualitative and quantitative data through questionnaires, open‐ended questions, and a laboratory‐based reminiscing task. Parents who included more explanations of emotions when writing about the lowest points in their lives were more likely to discuss explanations of emotions experienced in negative past events with their child, which was associated with child attachment security. Attachment was associated with concurrent self‐esteem, which predicted relative increases in self‐esteem 16 months later, on average. Finally, parent support also predicted residual increases in self‐esteem. Findings extend prior research by including younger ages and uncovering a process by which two theoretically relevant parenting behaviors impact self‐esteem development.  相似文献   

13.
Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe‐Reflect‐Draw‐Edit‐Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER‐SAP) at a United Kingdom medical school in which a cross‐over trial with pre‐post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER‐SAP, medical student (n = 154) pre‐post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER‐SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self‐directed gross anatomy online interactive tutorial (ORDER‐IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER‐IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research‐led, innovative, time and cost‐effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7–22. © 2016 American Association of Anatomists.  相似文献   

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15.
Co‐teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co‐teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non‐co‐taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co‐teachers to compound their perceptions with our observations. Observational results indicate that co‐teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co‐taught and non‐co‐taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co‐teachers reported that co‐teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co‐teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co‐teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed.  相似文献   

16.
There is a large body of research on the effectiveness of rater training methods in the industrial and organizational psychology literature. Less has been reported in the measurement literature on large‐scale writing assessments. This study compared the effectiveness of two widely used rater training methods—self‐paced and collaborative frame‐of‐reference training—in the context of a large‐scale writing assessment. Sixty‐six raters were randomly assigned to the training methods. After training, all raters scored the same 50 representative essays prescored by a group of expert raters. A series of generalized linear mixed models were then fitted to the rating data. Results suggested that the self‐paced method was equivalent in effectiveness to the more time‐intensive and expensive collaborative method. Implications for large‐scale writing assessments and suggestions for further research are discussed.  相似文献   

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18.
The aim of this study was to examine whether attitudes about gay‐related name‐calling, social norms concerning gay‐related name‐calling among co‐students, teacher intervention, and school‐related support would predict whether secondary school pupils had called another pupil a gay‐related name during the last month. A total of 921 ninth‐grade pupils (aged 14 to 15 years) at 15 lower secondary schools from two regions in Norway participated in the study by filling out a questionnaire. A logistic regression analysis revealed that having a negative attitude toward calling someone gay‐related names was negatively associated with having called a pupil gay‐related names in the last month. However, having heard a pupil call another pupil gay‐related names at school was the variable that most powerfully predicted this behavior. These findings give certain grounds for optimism regarding the prevention of gay‐related name‐calling and indicate that preventive measures aimed at students’ awareness would probably make a difference.  相似文献   

19.
This article describes a training program, Self‐Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self‐motivating cycles of learning. It is a two‐part approach whereby self‐regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self‐regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self‐regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social‐cognitive theory and research and integrates many of the essential features of the problem‐solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. A case study is presented to illustrate procedures for implementing the program. Implications for school psychologists and teachers also are presented and discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 537–550, 2004.  相似文献   

20.
A major objective of the current reform in science and chemistry education is the development of students' higher‐order cognitive skills (HOCS). A major question of concern is how to improve practice, via appropriate teaching strategies, to achieve the HOCS‐oriented instruction‐learning goals of college science and chemistry education, within the current reality of large, heavily populated chemistry classes. This article presents an action‐oriented research account of HOCS‐oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university, respectively, within a purposed attempt of overall course design reform. Inquiry‐oriented class discussions, students' active involvement in the learning process, HOCS‐type examinations, and grading of exams by both peers and course graduates were successfully applied in both the small and large classes, demonstrating the feasibility and benefits to students of interactive, HOCS‐oriented pedagogies within the reality of both class sizes. The messages are that (a) there are implementable, appropriate teaching strategies for the development of students' HOCS abilities within the reality of large lecture sections of college chemistry courses; and (b) chemistry educators should take the trouble of working harder toward the attainment of this superordinate goal despite limiting constraints. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 583–596, 1999  相似文献   

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