Emotional profiles regarding maths among primary school children – A two-year longitudinal study     

Mata  Lourdes  Monteiro  Vera  Peixoto  Francisco  Santos  Natalie Nóbrega  Sanches  Cristina  Gomes  Marta 《European Journal of Psychology of Education - EJPE》2022,37(2):391-415

Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N?=?71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted.

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A Mirage of Change: Visibility of Politicians on TVE during the 2015 and 2016 General Elections     

José María García-de-Madariaga  José Antonio Navarro Moreno  Agustín Olmo López 《Journalism Practice》2020,14(3):339-357

ABSTRACT

The use of strategies to enhance the media visibility of politicians intensifies above all at election time and their focus is chiefly television due to the fact that it still has the greatest power to sway voters. Thus, based on a content analysis of the evening news on Televisión Española (TVE) and 18 semi-structured in-depth interviews with professionals working at the Spanish public broadcaster, the airtime that politicians were given was established to assess whether it had fulfilled its obligation as regards independence and pluralism at two crucial moments for Spanish politics: the period prior to the election calls, the pre-campaign periods and the official campaigns before the general elections held on 20 December 2015 and 26 June 2016. Both were unique in their own way: on the one hand, the debut of new political parties with the potential to win a large number of seats in Parliament; and, on the other, despite the fact that in just six months the party in power had lost its absolute majority and there were still no visible signs of change at TVE, it is still worth examining the variations in news treatment prior to both elections.  相似文献   

Breaking away to find a way: poverty and school failure in a Spanish adolescent life-history     

I. Calderón-Almendros 《British Journal of Sociology of Education》2011,32(5):745-762

This article is part of a biographical research study, and explores the social path that an adolescent from a marginal background in Malaga (Spain) has travelled throughout his life. The research shows a class differentiation that divides society in two: you, who control the means of production, impose your culture, and define the policy and the school; and we, who live in poor houses and districts, learn in the street and do things that are worthy of punishment – the bad ones. School failure, the result and cause of this division, leads to social failure, provoking ‘guerrillas against the good ones’ (teachers, peers, guards, police, judges, etc.) of youngsters who have learned to devalue themselves as people and as a group: youngsters who have to break away to find a way.  相似文献   

Evolution and social dynamics of acknowledged research groups     

Julián López-Yáñez  Mariana Altopiedi 《Higher Education》2015,70(4):629-647

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High school transition – an intervention that empowers children with special educational needs and improves school practice          下载免费PDF全文

Helena Bunn  Debbie Davis  Emma Speed 《Support for Learning》2017,32(3):231-244

This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter‐organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils.  相似文献   

Publisher's Note: “Inducing chemotactic and haptotactic cues in microfluidicdevices for three-dimensional in vitro assays” [Biomicrofluidics 8, 064122 (2014)]     

O. Moreno-Arotzena  G. Mendoza  M. Cóndor  T. Rüberg  J. M. García-Aznar 《Biomicrofluidics》2014,8(6)

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The Many Varied Faces of Jewish Education Over Time and Across Continents     

Helena Miller 《Journal of Jewish Education》2016,82(1):1-3

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The Gentrification of Dual Language Education     

Verónica E. Valdez  Juan A. Freire  M. Garrett Delavan 《The Urban Review》2016,48(4):601-627

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What do I want to feel? Emotion goals in childhood,adolescence, and adulthood     

Belén López-Pérez  Michaela Gummerum  Marcos Jiménez  Maya Tamir 《Child development》2023,94(1):315-328

Beliefs about emotion utility can influence context-sensitive emotion goals (i.e., desired emotional responses). Although key for emotion regulation, emotion goals have been overlooked in children and adolescents. In 2018–2019 results of Studies 1 and 2 showed that children (N = 192, M_age = 8.65, 47% girls, 96% White) were less motivated by and found anger less useful in confrontation than adolescents (N = 192, M_age = 12.96, 50% girls, 93% White) and adults (N = 195, M_age = 29.82, 51% women, 96% White). The link between emotion goals and beliefs about emotion utility was weaker in children. In 2021, Study 3 (N = 60, 8-year-olds, 47% girls, 90% White) ruled out expectations as a possible explanation for the previous findings. Context-sensitive utility of emotions may be acquired during development.  相似文献   

Parental history of positive development and child behavior in next generation offspring: A two-cohort prospective intergenerational study     

Primrose Letcher  Christopher J. Greenwood  Helena McAnally  Jay Belsky  Jacqui A. Macdonald  Elizabeth A. Spry  Kimberly C. Thomson  Meredith O'Connor  Judith Sligo  George Youssef  Jennifer E. McIntosh  Ella Iosua  Delyse Hutchinson  Joyce Cleary  Ann V. Sanson  George C. Patton  Robert J. Hancox  Craig A. Olsson 《Child development》2023,94(1):60-73

This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian-born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (β_range = .11–.16) and fewer behavior problems (β_range = −.09 to −.11). Promoting strengths may secure a healthy start to life.  相似文献