Prediction of elementary school children's externalizing problem behaviors from attentional and behavioral regulation and negative emotionality   总被引：6，自引：0，他引：6  

Eisenberg N  Guthrie IK  Fabes RA  Shepard S  Losoya S  Murphy BC  Jones S  Poulin R  Reiser M 《Child development》2000,71(5):1367-1382

The purpose of this study was to examine the moderating role of individual differences in negative emotionality in the relations of behavioral and attentional (emotional) regulation to externalizing problem behaviors. Teachers' and one parent's reports of children's regulation (attentional and behavioral), emotionality, and problem behavior were obtained when children were in kindergarten to grade 3 and two years later (N = 169; 146 in major analyses); children's behavioral regulation also was assessed with a measure of persistence. According to the best fitting structural equation model, at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in negative emotionality, whereas prediction of problem behavior from attentional control was significant only for children prone to negative emotionality. There were unique, additive effects of behavioral and attentional regulation for predicting problem behavior as well as moderating effects of negative emotionality for attentional regulation.  相似文献   

Positive Psychology on Campus: Creating the Conditions for Well‐Being and Success     

Lawrence I. Marks  John C. Wade 《About Campus》2015,19(6):9-15

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An analytical model for flat-ski friction in steady horizontal gliding     

Konstantin I. Matveev 《Sports Engineering》2017,20(4):293-298

This paper addresses sliding friction of a ski during steady horizontal gliding on snow. A simple mathematical theory accounting for both dry and wet friction is developed. The water film evolution along a ski is calculated with a lumped-element thermal model. An analytical solution is obtained for the ski friction force. Representative calculation results are demonstrated for a range of ski velocity, contact surface area fraction, snow temperature, and ski aspect ratio.  相似文献   

Causal Inference in Psychological Data in the Case of Aggression     

N. V. Chudova  A. I. Panov 《Scientific and Technical Information Processing》2017,44(6):424-429

We carried out an empirical study of aggression in relation to different personal traits. In this article we present results obtained for different forms of aggression, including results of machine-learning experiments with the AQJSM method. The method distinguishes several classes with different levels of aggression defined with a special form, as well as making causal inferences with AQ preprocessing and the first stage of JSM method of extraction of cause and effect relationships. The proposed method produces acceptable results for both small datasets and big data with incomplete information.  相似文献   

EDUCATION IN ISRAEL     

Walter I. Ackerman 《Journal of Jewish Education》2013,79(4):219-225

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An Analysis of the Components of Tests of Semicircular Canal Function and of Static and Dynamic Balance     

Ruth I. Bass Ph.D. 《Research quarterly for exercise and sport》2013,84(2):33-52

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The Education and Training of Teachers and Professionals in the Face of the Microcomputer Revolution     

I Meidan 《Educational Media International》2013,50(1)

Mr Meidan started his presentation by highlighting the difficulty of defining the needs of a training system for the microcomputer age. He identified three dimensions to this problem: first, that it is a comparatively new innovation and one which is still evolving; second, that we are behind in understanding its precise influence in the educational field; and third, the psychological aspect, the possible resistance to change. All these presented a challenge and suggested the need to identify carefully population segments most likely to be affected by change in order to define possible training programme requirements. He saw three main groups requiring training: the professionals, the users and the instructors.  相似文献   

Continuing Education: a Challenge and a Commitment∗     

George I. Za'rour 《International Journal of Lifelong Education》2013,32(1):31-39

A variety of important life consequences for literacy are widely assumed in the contemporary discourse on adult literacy with little, if any empirical research to support them. As a result, they have been variously labelled as ‘myths’ (Coombs 1985), ‘doubtful promises’ (Hinzen 1983), proclamations of ‘faith’ (Winchester 1990) and ‘claims in search of reality’ (Wagner 1992). Part of the problem here is that the effects of literacy are often identified without first defining what literacy is. Naturally, if literacy is ambiguously or broadly defined, virtually any consequence can be attributed to it. Thus, the first task of any researcher, educator or policymaker involved with issues of adult literacy is to make his or her definitions of literacy and the scope of each definition's applicationsexplicit. Within the field of adult literacy education, Lytle and Wolfe (1989) provide a useful conceptual categorization for literacy in terms of four metaphors: literacy as skills, tasks, practices and critical reflection. This paper extends Lytle and Wolfe's framework to identify what consequences are attributed to literacy within each of the four metaphors, focusing on adults in the developing world.  相似文献   

A CHECK-LIST OF FOREIGN DIRECTORIES OF THE MEDICAL AND SOME ALLIED PROFESSIONS 1930-1940     

Strieby IM 《Bulletin of the Medical Library Association》1940,28(4):205-218

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Mathematical Modeling of Industrial Water Systems     

Pavel M. Gotovtsev  Julia Y. Tikhomirova  Ekaterina I. Khizova 《美中教育评论》2013,(5):332-338

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