Do We Fear Ageing? A Multidimensional Approach to Ageing Anxiety     

Robyn J. Brunton  Greg Scott 《Educational gerontology》2015,41(11):786-799

Ageing anxiety is the expression of peoples' fear of ageing (Lynch, 2000 Lynch, S. M. (2000). Measurement and prediction of aging anxiety. Research on Aging, 22(5), 533.[Crossref], [Web of Science ®] , [Google Scholar]). Despite greater longevity in the population, there is a lack of research into this aspect of life (Lasher &; Faulkender, 1993 Lasher, K. P., &; Faulkender, P. J. (1993). Measurement of aging anxiety: Development of the Anxiety about Aging Scale. The International Journal of Aging &; Human Development, 37(4), 247–259.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). This research explored fears of ageing across four dimensions: Fear of Old People, Physical Appearance, Psychological Concerns, and Fear of Losses. Three hundred and forty eight participants aged 18–88 participated in an online survey. Findings were: (a) men and women have different fears of ageing; (b) greater quality contact is related to less ageing anxiety; (c) poor health is related to greater ageing anxiety, (d) ageism, defined by Nelson (2005 Nelson, T. D. (2005). Ageism: Prejudice against our feared future self. Journal of Social Issues, 61(2), 207–221.[Crossref], [Web of Science ®] , [Google Scholar]) as prejudice toward ageing is positively correlated with ageing anxiety. The implications of these findings are that better quality contact and more positive attitudes toward ageing are associated with less ageing anxiety. As such, possible key target areas in developing appropriate interventions are provided, with hope to prepare adults of all ages for the inevitable—life is a terminal illness, so enjoy while you can.  相似文献   

The development of student teachers’ research knowledge,beliefs and attitude     

Wietse van der Linden  Anouke Bakx  Anje Ros  Douwe Beijaard  Linda van den Bergh 《师资教育杂志》2015,41(1):4-18

This study reports on the development of second-year student teachers’ knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. A positive change was found concerning the attractiveness of research to student teachers. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude: the more the student teachers were convinced of their abilities to conduct and use the results of research after the course, the more positive their beliefs and their attitude regarding research were. This study provides guidelines for institutes for teacher education on integrating research activities into their curricula, so that their student teachers develop research knowledge and positive beliefs and attitudes towards research.  相似文献   

Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy     

Tamara van Gog  Liesbeth Kester  Kim Dirkx  Vincent Hoogerheide  Joris Boerboom  Peter P. J. L. Verkoeijen 《Educational Psychology Review》2015,27(2):265-289

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Phonological Processing and Word Reading in Typically Developing and Reading Disabled Children: Severity Matters     

Barry J. A. de Groot  Kees P. van den Bos  Alexander E. M. G. Minnaert  Bieuwe F. van der Meulen 《Scientific Studies of Reading》2015,19(2):166-181

In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting group membership. The highest predictive values were found for the combination of RAN and PA, particularly for the poorest readers. Furthermore, results indicate that with the severity of impairment, WR is more dominated by deficient PA, which is interpreted as an enduring problem with sublexical processing. Another main result is that with the increase of reading skill, the contribution of PA diminishes, whereas the contribution of RAN remains fairly constant for the whole reading fluency continuum. These results warrant the conclusion that whereas PA hallmarks reading disability, RAN appears to be the default predictor for above-average or excellent reading proficiency.  相似文献   

Developmental Changes in the Relations Between RAN,Phonological Awareness,and Reading in Spanish Children     

Cristina Rodríguez  Madelon van den Boer  Juan E. Jiménez  Peter F. de Jong 《Scientific Studies of Reading》2015,19(4):273-288

We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords.  相似文献   

Comparing student and expert-based tagging of recorded lectures     

Pierre Gorissen  Jan van Bruggen  Wim Jochems 《Education and Information Technologies》2015,20(1):161-181

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Motivational teacher strategies: the role of beliefs and contextual factors   总被引：1，自引：0，他引：1  

Lisette Hornstra  Caroline Mansfield  Ineke van der Veen  Thea Peetsma  Monique Volman 《Learning Environments Research》2015,18(3):363-392

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Parent–adolescent interaction quality and adolescent affect—An experience sampling study on effect heterogeneity     

Anne Bülow  Eeske van Roekel  Savannah Boele  Jaap J. A. Denissen  Loes Keijsers 《Child development》2022,93(3):e315-e331

Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short-term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (M_age = 15.80, SD_age = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within-family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person-specific research on parenting processes.  相似文献   

Maternal color-consciousness is related to more positive and less negative attitudes toward ethnic-racial outgroups in children in White Dutch families     

Judi Mesman  Ymke de Bruijn  Daudi van Veen  Fadime Pektas  Rosanneke A. G. Emmen 《Child development》2022,93(3):668-680

A prerequisite to anti-racist socialization in families is acknowledging ethnic-racial (power) differences, also known as color-consciousness. In a sample of 138 White Dutch families from the urban Western region of the Netherlands with children aged 6–10 years (53% girls), observations and questionnaires on maternal color-consciousness and measures of children's attitudes toward Black and Middle-Eastern ethnic-racial outgroups were collected in 2018–2019. Variable-centered analyses showed that maternal color-conscious socialization practices were related to less negative child outgroup attitudes only. Person-centered analysis revealed a cluster of families with higher maternal color-consciousness and less prejudiced child attitudes, and a cluster with the opposite pattern. The mixed results emphasize the importance of multiple methods and approaches in advancing scholarship on anti-racism in the family context.  相似文献   

You escaped! How did you learn during gameplay?     

Alice Veldkamp  Johanna Rebecca Niese  Martijn Heuvelmans  Marie-Christine P. J. Knippels  Wouter R. van Joolingen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1430-1458

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