Child-related cognitions and affective functioning of physically abusive and comparison parents     

Haskett ME  Smith Scott S  Grant R  Ward CS  Robinson C 《Child abuse & neglect》2003,27(6):663-686

OBJECTIVE: The goal of this research was to utilize the cognitive behavioral model of abusive parenting to select and examine risk factors to illuminate the unique and combined influences of social cognitive and affective variables in predicting abuse group membership. METHODOLOGY: Participants included physically abusive parents (n=56) and a closely-matched group of comparison parents (n=62). Social cognitive risk variables measured were (a) parent's expectations for children's abilities and maturity, (b) parental attributions of intentionality of child misbehavior, and (c) parents' perceptions of their children's adjustment. Affective risk variables included (a) psychopathology and (b) parenting stress. A series of logistic regression models were constructed to test the individual, combined, and interactive effects of risk variables on abuse group membership. RESULTS: The full set of five risk variables was predictive of abuse status; however, not all variables were predictive when considered individually and interactions did not contribute significantly to prediction. A risk composite score computed for each parent based on the five risk variables significantly predicted abuse status. Wide individual differences in risk across the five variables were apparent within the sample of abusive parents. CONCLUSIONS: Findings were generally consistent with a cognitive behavioral model of abuse, with cognitive variables being more salient in predicting abuse status than affective factors. Results point to the importance of considering diversity in characteristics of abusive parents.  相似文献   

Student use of test-wiseness strategies in solving multiple-choice chemistry examinations     

Marcy Hamby Towns  William R. Robinson 《科学教学研究杂志》1993,30(7):709-722

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Academic Literacy Skills and Progression Rates Amongst Pharmacy Students     

Gerald M. Holder  J. Jones  R. A. Robinson  I. Krass 《高等教育研究与发展》1999,18(1):19-30

This article addresses relationships between academic literacy skills and progress in a university degree program. Academic literacy skills of enrolling cohorts of pharmacy students were measured on four criteria. Correlations were calculated between these literacy measures; the time taken to reach graduation; the Tertiary Entrance Rank (TER); and each final first‐year course mark. Results indicate that almost half the enrolling students lacked adequate English language resources necessary for tertiary study. More interesting was the lack of significant correlation between each of these literacy skills and the TER. Logistic regression indicated that measures on three separate literacy criteria were better predictors of university success than the TER alone. When each of these three literacy measures was combined with the TER, prediction of the time taken to reach graduation was improved above using the TER alone. The outcome of this research indicates not only the importance of identifying and subsequently assisting those incoming students who may be experiencing literacy related problems, but also has wider implications for curriculum design and choice of selection criteria employed by university faculties.  相似文献   

Are there implications for prevention research from studies of resilience?     

Robinson JL 《Child development》2000,71(3):570-572

In this commentary, the question is raised whether prevention research can benefit from resilience research in designing interventions. Although many areas in the investigative interests of prevention and resilience researchers overlap, Luthar, Cicchetti, and Becker may have set the bar too high for defining resilience in the context of varying levels of adversity.  相似文献   

For a revival of feminist consciousness-raising: horizontal transformation of epistemologies and transgression of neoliberal TimeSpace     

Rhiannon Firth  Andrew Robinson 《Gender and education》2016,28(3):343-358

ABSTRACT

This paper looks back on the methodology and experience of feminist consciousness-raising (CR) in the 1970s, in relation to the current re-emergence of feminism. It constructs an argument that a new wave of CR is desirable so as to construct new forms of feminist pedagogy and activism. The paper will argue that contemporary feminism in the UK and USA would benefit from this kind of methodology, through which a standpoint is constructed. The core of the paper is an analysis of how CR works as an affective and social process. Drawing on academic studies and participant accounts, the paper reconstructs the mechanisms through which participants’ subjectivities and narratives are expressed and transformed. It suggests that these mechanisms express different non-homogeneous temporalities. The paper invites feminist pedagogy to get back to the base level of experience and unfold new theories and strategies to address the current context.  相似文献   

Back to the future on gender and anti‐school boys: a response to Jeffrey Smith     

John Abraham 《Gender and education》2008,20(1):89-94

This article examines recent claims by Jeffrey Smith that: (1) ‘hegemonic masculinity’ is an expression of working class counter‐school culture; (2) some teachers are ‘cultural accomplices’ in constructing ‘hegemonic masculinities’ of anti‐school working class boys, thereby contributing to their underachievement; and (3) these ‘cultural accomplices’ are an emerging response to recent moral panics and neo‐liberal managerialism concerned with ‘failing boys’ at school. It is suggested that ‘hegemonic masculinity’ is not necessarily associated with anti‐school values in working class culture. Many working class boys might subscribe to ‘hegemonic masculinity’ without rejecting learning. Contrary to Smith’s emphasis on how working class culture generates anti‐school ‘hegemonic masculinity’, there is the possibility that ‘hegemonic masculinity’ is fused with anti‐school values produced by organisational differentiation. The continuing commonalities between working class anti‐school boys and the ‘gender regime’ of some secondary schools for over 20 years implies something more enduring at work than recent moral panics.  相似文献   

In Defense of Change Processes     

Karen E. Adolph  Scott R Robinson 《Child development》2008,79(6):1648-1653

Nativist and constructivist approaches to the study of development share a common emphasis on characterizing beginning and end states in development. This focus has highlighted the question of preservation and transformation—whether core aspects of the adult end state are present in the earliest manifestations during infancy. In contrast, a developmental systems approach emphasizes the process of developmental change. This perspective eschews the notions of objective starting and ending points in a developmental progression and rejects the idea that any particular factor should enjoy a privileged status in explaining developmental change. Using examples from motor development and animal behavior, we show how a developmental systems framework can avoid the pitfalls of the long and contentious debate about continuity versus qualitative change.  相似文献   

Graphic organizers or graphic overviews? Presentation order effects with computer-based text     

Shana Shaw  Priya Nihalani  Michael Mayrath  Daniel H. Robinson 《Educational technology research and development : ETR & D》2012,60(5):807-820

It has long been assumed that graphic organizers (GOs) should be presented to students following text as an organizer, rather than preceding text as an overview. Robinson et al. (Educational Technology Research & Development, 51(4), 25?C41, 2003) challenged this assumption by finding support for GOs as an overview. The present study further examined this issue by having 111 undergraduates view three GOs before (overview) or after (organizer) reading or listening to a narration of a 3,400-word text, followed by measures of retention and transfer. Students who received GOs as organizers transferred knowledge better than those who received GOs as overviews. Whether GOs should also be used as overviews, as prescribed by Robinson et al., is unclear and in need of further investigation.  相似文献   

Online Resources for New Mothers: Opportunities and Challenges for Perinatal Health Professionals     

Melissa Buultjens  Priscilla Robinson  Jeannette Milgrom 《The Journal of perinatal education》2012,21(2):99-111

Studies have shown increasing Internet use for health information and service facilities. After consulting a convenience sample of new mothers, this study applied select terms and phrases to a widely accepted search engine and investigated its potential for providing resources for new mothers. Results of this quantitative content analysis showed that only four of the 13 phrases used in the search generated 50% or more websites containing content relevant to new mothers. Findings indicate that informational support by way of electronic fact sheets is available using the Google search engine. However, functional support (e.g., social networks, consultation phone details, and mother–infant activities) configured limited data resources using the Google search engine. In addition, because websites can be difficult to navigate, users’ technical proficiency needs to be taken into consideration as well as the sites’ up-to-date information. With Internet technology rapidly expanding, perinatal educators and other perinatal health-care professionals need to be informed about current online resources to help direct consumers to useful online resources and mitigate the often overwhelming and confusing information.  相似文献   

Children's thinking about counterfactuals and future hypotheticals as possibilities     

Beck SR  Robinson EJ  Carroll DJ  Apperly IA 《Child development》2006,77(2):413-426

Two experiments explored whether children's correct answers to counterfactual and future hypothetical questions were based on an understanding of possibilities. Children played a game in which a toy mouse could run down either 1 of 2 slides. Children found it difficult to mark physically both possible outcomes, compared to reporting a single hypothetical future event, "What if next time he goes the other way ..." (Experiment 1: 3-4-year-olds and 4-5-year-olds), or a single counterfactual event, "What if he had gone the other way ...?" (Experiment 2: 3-4-year-olds and 5-6-year-olds). An open counterfactual question, "Could he have gone anywhere else?," which required thinking about the counterfactual as an alternative possibility, was also relatively difficult.  相似文献