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Exclusion and victimization by classmates were related to levels and diurnal change in cortisol in 97 fourth graders (53% boys, M = 9.3 years). Number and quality of friendships were considered as moderators. Salivary cortisol was collected 5 times daily on 2 school days. Excluded children had elevated cortisol levels at school and a flattened diurnal cortisol curve, suggesting hypothalamic-pituitary-adrenocortical (HPA) axis dysregulation. This effect was weaker for children with more friends or better friendships. Victimization was not associated with cortisol level or change. The results demonstrate the role of HPA activity in peer group processes and indicate that group and dyadic factors interact in predicting stress in the peer group. 相似文献
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Carola E. Bruna Nicole A. Valenzuela Daniela V. Bruna Armando Lozano‐Rodríguez Carolina G. Mrquez 《Journal of Food Science Education》2019,18(2):37-44
Problem‐based learning using authentic material from the web was used to teach metabolism in a biochemistry course. In place of traditional lectures, students’ analyzed health or nutrition articles from newspapers and magazines, which were debatable from a scientific point of view, following the principles of problem‐based learning. A mixed method was used to assess the students’ perception, use of sources of information and web services while performing the task, and changes in self‐directed learning. Students’ perception was particularly positive. The majority stated that the methodology helped them to apply knowledge to real life and that they learned about the topic analyzed by their group. The perception that problem‐based learning promotes the ability to solve problems, critical thinking, and collaborative work is noteworthy. Tutors considered that teams identified the problem and concluded correctly, noticing students’ enthusiasm and motivation. The methodology also promoted scientific reading. More importantly, a significant improvement in self‐directed learning of the 2014 cohort was detected. This intervention suggests that this methodology is a valuable alternative to motive and promote self‐learning; representing an opportunity to shift the focus of instruction from the teacher to the student. The design of the activity and materials are described in detail. Also, limitations and solutions are discussed. 相似文献
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This study examined differences between Ecuadorian and Euro-American college students in the perceived acceptability of lies. Six different lie domains were examined: flattery, impression management, conflict avoidance, enhancement of others’ self-esteem, self-aggrandizement, and instrumental lies. Overall, Euro-Americans rated lies as more acceptable than Ecuadorians. In both cultures, lies motivated by a desire to benefit others were considered to be more acceptable than lies that primarily benefited the self. Additionally, lying to the outgroup was perceived as being more acceptable than lying to the ingroup. These results were interpreted in light of the findings that Ecuadorians scored higher on measures of uncertainty avoidance and power distance, whereas Euro-Americans scored higher on levels of independence. The implications of these findings for intercultural relations and future directions for research are discussed. 相似文献
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Carolina Castano 《科学教学研究杂志》2012,49(8):961-986
This study explores how science education could contribute to the amelioration of violent behaviors towards humans and non‐human species, specifically in a Colombian school with a population of socio‐economically disadvantaged students who demonstrate high levels of violence. Until now science education has not sought to change attitudes or to address the issue of school violence that is faced in many communities. Debates around the purposes of science education have paid little or no attention to the possible connection that exists between our attitudes to non‐human animals and those towards humans. This study suggests that science education can play a role in changing attitudes and developing behaviors that aim at caring for others including other humans and non‐human animals. The findings reported here are part of a wider study which included the design and continuing modification of an intervention for a fourth grade science class. The original study took place over 7 months with a group of 38 fourth‐grade students from a socio‐economically disadvantaged population who already presented high levels of aggression. The main focus of the intervention was on encouraging compassionate attitudes towards animals through gaining an understanding of their needs, emotions, capacities, current situations and their similarities with humans. Data were generated through diverse qualitative methods including participatory observations, semi‐structured interviews, and written responses to open questions in three moments during the study. Findings from this study suggest that science education with a focus on promoting understanding and compassion towards animals could contribute to the amelioration of aggression in schools. Resumen: Este estudio investiga cómo la educación en ciencias puede contribuir a la disminución de la agresión en los niños y niñas, incluidos actos de violencia hacia otros animales, específicamente en un colegio en Colombia con una población de bajo nivel socio‐económico y con niveles altos de agresión. Hasta ahora la educación en ciencias no busca responder a la problemática de la violencia presente en colegios en diversas comunidades. Los debates acerca de los propósitos de la educación en ciencias han prestado poca atención a la posible conexión entre nuestras actitudes hacia los humanos y aquellas hacia animales no humanos. Los hallazgos reportados en este estudio sugieren que la educación en ciencias puede jugar un papel en cambiar las actitudes de los estudiantes y desarrollar comportamientos compasivos y de cuidado hacia otros seres vivos y extenderse a seres humanos. Este estudio incluyó el diseño y la modificación continua de una intervención para una clase de ciencias naturales de cuarto elemental. Tuvo lugar durante siete meses con un grupo de 38 estudiantes de cuarto grado de Primaria de una población de escasos recursos económicos y con altos índices de violencia. El propósito central de la intervención fue el de promover actitudes de compasión hacia los animales por medio de mejorar nuestro entendimiento acerca de sus necesidades, emociones, capacidades biológicas, físicas y sociales, situación actual y similitudes con los seres humanos. Los datos fueron generados por medio de diversos métodos cualitativos tales como observaciones participativas, entrevistas semi‐estructuradas y respuestas escritas a preguntas abiertas. Los hallazgos de este estudio sugieren que la educación en ciencias con un enfoque en la comprensión de los animales y promoción de la compasión hacia las demás especies, puede contribuir a la disminución de la agresión y violencia en los estudiantes. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 961–986, 2012 相似文献
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ResumenSegún el modelo de la diferenciación se puede predecir que ambientes familiares que permiten al niño la organización y estructuración de sus propias experiencias deben favorecer el desarrollo de un estilo cognitivo más independiente de campo. Con el fin de poner a prueba dicha predicción, en este trabajo se estudia la posible asociación entre el estilo cognitivo dependencia-independencia de campo (DIC) y los tipos de estructuración del medio ambiente familiar (EMAF) propuestos por Lautrey. Para ello se aplicó el Embedded Figures Test (EFT) a 91 niños de 12 a 14 años procedentes de familias con distinta estructuración normativa. Los análisis realizados muestran diferencias significativas en el estilo cognitivo de los niños según el tipo de EMAF: los niños de familias flexibles y débiles son más independientes de campo que los niños de familias rígidas. Los resultados confirman parcialmente las previsiones recalzadas desde el modelo de la diferenciación. 相似文献
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In 2014 a new policy for special educational needs and disability (SEND) provision was introduced in England. As it has been the case in countries where SEND reforms were introduced, these changes raised challenges and opportunities for the professionals supporting children with SEND. However, to date, little systematic and large-scale evidence has been made available on how professionals perceive these changes. In this study, the views of 349 professionals were ascertained using a semi-structured online survey. The results revealed that although many professionals agreed in principle with some of the key changes introduced, several constraints were reported including tight timelines, budget cuts, and difficulties in the collaboration between education, health and care, suggesting a rather fragmented implementation of the new policy. No significant differences were found between groups of professionals for most items, however educational psychologists and special needs co-ordinators disagree on the extension of the provision age range, on how well the children’s needs are described in the education, health and care plans, and on the professional requirements of this process. The findings are discussed in light of their implications for meeting children’s needs and in comparison with other policy changes worldwide. 相似文献
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