Parental spanking of 1-year-old children and subsequent child protective services involvement     

Shawna J. Lee  Andrew Grogan-Kaylor  Lawrence M. Berger 《Child abuse & neglect》2014

The majority of U.S. parents spank their children, often beginning when their children are very young. We examined families (N = 2,788) who participated in a longitudinal community-based study of new births in urban areas. Prospective analyses examined whether spanking by the child's mother, father, or mother's current partner when the child was 1-year-old was associated with household CPS involvement between age 1 and age 5. Results indicated that 30% of 1-year-olds were spanked at least once in the past month. Spanking at age 1 was associated with increased odds of subsequent CPS involvement (adjusted odds ratio = 1.36, 95% CI [1.08, 1.71], p < .01). When compared to non-spanked children, there was a 33% greater probability of subsequent CPS involvement for children who were spanked at age 1. Given the undesirable consequences of spanking children and a lack of empirical evidence to suggest positive effects of physical punishment, professionals who work with families should counsel parents not to spank infants and toddlers. For optimal benefits, efforts to educate parents regarding alternative forms of discipline should begin during the child's first year of life.  相似文献   

Effects of the child–perpetrator relationship on mental health outcomes of child abuse: It's (not) all relative     

Laurel J. Kiser  Carla Smith Stover  Carryl P. Navalta  Joyce Dorado  Juliet M. Vogel  Jaleel K. Abdul-Adil  Soeun Kim  Robert C. Lee  Rebecca Vivrette  Ernestine C. Briggs 《Child abuse & neglect》2014

The present study was conducted to better understand the influence of the child–perpetrator relationship on responses to child sexual and physical trauma for a relatively large, ethnically diverse sample of children and youth presenting for clinical evaluation and treatment at child mental health centers across the United States. This referred sample includes 2,133 youth with sexual or physical trauma as their primary treatment focus. Analyses were conducted to ascertain whether outcomes were dependent on the perpetrator's status as a caregiver vs. non-caregiver. Outcome measures included psychiatric symptom and behavior problem rating scales. For sexual trauma, victimization by a non-caregiver was associated with higher posttraumatic stress, internalizing and externalizing behavior problems, depression, and dissociation compared to youth victimized by a caregiver. For physical trauma, victimization by a non-caregiver was also associated with higher posttraumatic symptoms and internalizing behavior problems. The total number of trauma types experienced and age of physical or sexual trauma onset also predicted several outcomes for both groups, although in disparate ways. These findings are consistent with other recent studies demonstrating that perpetration of abuse by caregivers results in fewer symptoms and problems than abuse perpetrated by a non-caregiving relative. Thus, clinicians should not make a priori assumptions that children and adolescents who are traumatized by a parent/caregiver would have more severe symptoms than youth who are traumatized by a non-caregiver. Further exploration of the role of the perpetrator and other trauma characteristics associated with the perpetrator role is needed to advance our understanding of these findings and their implications for clinical practice.  相似文献   

The influence of school tracking systems on educational expectations: a comparative study of Austria and Italy     

Bommi Lee 《比较教育学》2014,50(2):206-228

School tracking is usually criticised as a mechanism for social and cultural reproduction. Evidence from the literature shows a significant effect of early tracking on social inequality. Some studies also show that early tracking has a negative effect on the probability of completing higher education. This study uses PISA 2009 data and the propensity score matching technique to compare the effect of academic and vocational tracks on students' educational expectations and whether the effect varies across different socio-economic status in Austria, a country with an early tracking system, and Italy, a country with a later tracking system. The results show that students in Italy have significantly higher educational expectations for academic tertiary degrees than students in Austria. However, the findings do not show any evidence that the effect of tracking on expectations varies by students' socio-economic status in either country. The findings suggest that a later tracking system is associated with higher probabilities of having academic educational expectations; however, this finding should be interpreted with caution as the higher education and vocational education systems are different between the two countries, as well as the valuation of tertiary degrees in the labour market.  相似文献   

The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text     

Lijia Lin  Chee Ha Lee  Slava Kalyuga  Ying Wang  Shuchen Guan  Hao Wu 《Journal of Experimental Education》2017,85(1):142-154

The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.  相似文献   

Development of moral reasoning in situational and cultural contexts     

Jesse Ho-Yin Lo  Genyue Fu  Kang Lee  Catherine Ann Cameron 《Journal of moral education》2020,49(2):177-193

ABSTRACT

This article examines relationships between children and youths’ judgments and their justifications of truth telling and verbal deception, in situational and cultural contexts. Han Chinese, Euro-Canadians and Chinese-Canadians, seven- to 17-years of age were presented competitive scenarios in which protagonists told either lies to protect, or truths to harm, various levels of collectivity. Participants evaluated protagonists’ statements, using a 7-point scale, and justified their judgments. Cultural variations in moral evaluations emerged among the three groups of participants. Older Chinese participants reflected significant collective cultural values in their judgements; by contrast, Euro-Canadians identified more individualistically; and Chinese-Canadians demonstrated notable variability between these perspectives in their judgments. The article enhances understanding of situational and cultural sources in the development of moral reasoning within a sociocultural framework.  相似文献   

Compare the moderator for pre-test-post-test design in peer tutoring with treatment-control/comparison design     

Leung  Kim Chau 《European Journal of Psychology of Education - EJPE》2019,34(4):685-703

European Journal of Psychology of Education - Previous meta-analyses on peer tutoring have mainly included studies using treatment-control/comparison design and excluded studies that adopted...  相似文献   

Teacher–Student Interactions in Korean High School Science Classrooms     

Sunny S.U. Lee  Barry J. Fraser  Darrell L. Fisher 《International Journal of Science and Mathematics Education》2003,1(1):67-85

This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea.  相似文献   

Defining,Assessing, and Promoting E‐Learning Success: An Information Systems Perspective*     

Clyde W. Holsapple  Anita Lee‐Post 《Decision Sciences Journal of Innovative Education》2006,4(1):67-85

This research advances the understanding of how to define, evaluate, and promote e‐learning success from an information systems perspective. It introduces the E‐Learning Success Model, which posits that the overall success of an e‐learning initiative depends on the attainment of success at each of the three stages of e‐learning systems development: system design, system delivery, and system outcome. To study this model, an online version of an undergraduate quantitative methods core course for business students is developed using a prototyping strategy. Four cycles of development are traced, each comprised analysis, design, implementation, testing, and enhancement. Findings from the study confirm the validity of using the proposed success model for e‐learning success assessment. In addition, an action research methodology is also found to be a valuable impetus for promoting e‐learning success through an iterative process of diagnosing, action planning, action taking, evaluating, and learning.  相似文献   

Comparing Institutional Relationships with Academic Departments: A Study of Five Academic Fields     

Lee  Jenny J. 《Research in higher education》2004,45(6):603-624

Research in Higher Education - Any effort to understand academic departments would be facilitated by a better understanding of its relationship between its two larger spheres: the institution and...  相似文献   

Influences of Suprasystems on Systemic Change     

Charles M. Reigeluth  Susan Patrick  Gerardo M. Gónzalez  Kathy Christie  Irene Brock  Hongsoo Lee 《TechTrends》2006,50(2):26-32

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