Pedophilic sexual interests and psychopathy in child sexual abusers working with children     

Daniel Turner  Martin Rettenberger  Lena Lohmann  Reinhard Eher  Peer Briken 《Child abuse & neglect》2014

Research has identified stable and dynamic characteristics in child sexual abusers working with children (CSA-W) that may distinguish them from other child sexual abusers (CSA). However, in previous research CSA-W have usually been included in the group of extra-familial CSA (CSA-E). Two hundred and forty-eight forensic-sexological reports about CSA conducted by the Federal Evaluation Centre for Violent and Sexual Offenders in the Austrian Prison System were evaluated retrospectively. One hundred and nineteen intra-familial CSA (CSA-I), 66 CSA-E, and 38 CSA-W were compared with regard to static risk factors, indicators of psychopathy, and pedophilic sexual interests. CSA-E had the highest risk of recidivism as measured by the Static-99 total score, followed by CSA-W. Furthermore, CSA-E had more previous convictions than CSA-W. Both CSA-E and CSA-I had higher total scores on the Psychopathy Checklist-Revised than CSA-W. CSA-W had the highest prevalence of pedophilia diagnoses according to DSM-IV-TR criteria, as well as the highest rate of pedophilia with an orientation toward male children, and the highest frequency of male victims. CSA-W also had the highest total scores in the Screening Scale for Pedophilic Interests. CSA-W seem to constitute a group with particular risk factors and criminogenic needs, that is, they show more indicators of pedophilic sexual interests but less general antisociality and psychopathy, and would thus seem to be distinguishable from other CSA. Future research should focus in particular on evaluating differences in the grooming strategies used by CSA-W to commit and disclose child sexual abuse, as well as on the resources of this particular offender group.  相似文献   

Learning the hard way: Need for Cognition influences attitudes toward and self-reported use of desirable difficulties     

Sophia C. Weissgerber  Marc-André Reinhard  Simon Schindler 《教育心理学》2018,38(2):176-202

We investigate the relationship between Need for Cognition (NFC), attitude towards and self-reported application of different desirable difficulties in self-regulated learning. Students with a higher NFC should be more appreciative and prone to use desirable difficulties because of a match between the learner’s attributes and the learning task requirements: cognitively effortful learning conditions will be preferred by students with a higher propensity for cognitive challenges. Supporting our hypotheses, we show that indeed a higher NFC positively relates to attitudes and use of different desirable difficulties (Study 1–2), especially to self-generating of materials and predictions, but weaker and inconsistently to interleaving/spacing and self-testing/practicing. While self-generating of contents and predictions loaded on one factor, and interleaving/spacing together with self-testing/practicing loaded on another factor, this two-factor structure was reliably obtained for self-reported use, yet for attitudes a one-factor structure did fit. Most importantly though, the observed relationship between NFC and different desirable difficulties could neither be explained by high school graduation grade, indicating academic competence (Study 1), nor by academic self-concept as one’s perception of one’s academic abilities (Study 2). Results are discussed within an information-processing framework related to implications for desirable difficulties as learning strategies.  相似文献   

Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations     

Stanislaw Schukajlow  Dominik Leiss  Reinhard Pekrun  Werner Blum  Marcel Müller  Rudolf Messner 《Educational Studies in Mathematics》2012,79(2):215-237

In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule) were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems: intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and “linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems, including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment, interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial effects.  相似文献   

Predicting Long‐Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies     

Kou Murayama  Reinhard Pekrun  Stephanie Lichtenfeld  Rudolf vom Hofe 《Child development》2013,84(4):1475-1490

This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long‐term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; M_age = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.  相似文献   

Book reviews     

Reinhard Bendix  G. de Landsheere  Hermann Röhrs  Christian Kluth  Menachem Gerson  Christine Laconte  Elliot W. Eisner  Ludwig Liegle  Françoise Bacher  Cesar Birzea  A. Harry Passow  G. F. Peaker  Jerry Norman Haar  Paul E. Peterson  Nigel Grant  Bom Mo Chung  Klaus Schleicher  Philip G. Altbach  T. Neville Postlethwaite  Tessa Blackstone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(2):262-298

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Emotion Regulation in Achievement Situations: An Integrated Model     

Jason M. Harley  Reinhard Pekrun  Jamie L. Taxer  James J. Gross 《教育心理学家》2019,54(2):106-126

Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with theories of achievement emotions such as R. Pekrun’s control-value theory (CVT) and the academic achievement literature. Moreover, ER has not been a focal point of major theories related to achievement emotions, such as CVT. We propose an integrated model of ER in achievement situations (ERAS) that integrates propositions about the generation of emotions from CVT with propositions about how emotions are regulated and types of ER strategies from PMER. The ERAS model also offers new propositions regarding how different achievement situations, object foci, and time frames, as well as discrete emotions with different appraisal patterns, impact ER strategies.  相似文献   

The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control‐Value Theory*     

Nikolaus T. Butz  Robert H. Stupnisky  Reinhard Pekrun  Jason L. Jensen  Dana M. Harsell 《Decision Sciences Journal of Innovative Education》2016,14(4):441-474

Synchronous hybrid delivery (simultaneously teaching on‐campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students’ emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students’ emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students’ self‐reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control‐value theory of emotions was used as the theoretical framework. Paired samples t‐tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on‐campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology‐related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology.  相似文献   

IN VITRO STUDY ON RIBOZYME AGAINST HEPATITIS C VIRUS     

陈智  刘勇  刘克洲  窦骏 《Journal of Zhejiang University. Science. B》2001,(1)

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Personal development of disadvantaged youth through community sports: a theory-driven analysis of relational strategies     

Pieter Debognies  Hebe Schaillée  Reinhard Haudenhuyse  Marc Theeboom 《Sport in Society》2019,22(6):897-918

Abstract

Participant–practitioner relationships in community ‘sport-for-development’ practices are seen as central in working towards broader developmental outcomes. Using Noddings’ Ethics of Care as an analytical framework, we investigated relational strategies of practitioners in three community sport practices (Belgium) to understand the personal developmental potential of these relationships. Based on the data (participatory observations, interviews, focus groups), we identified the following themes that are viewed as fundamental in building relationships that hold the potential to instigate personal development for young people in disadvantaged situations: (a) time demanding interactions, (b) authenticity of practitioners, (c) equalizing expertise, (d) non-judgmental approach, (e) practitioners’ cultural capital, (f) co-organizing activities, (g) a ‘thousand chances’ philosophy, and (h) providing individual support. The identified themes can be used to develop youth-centred and qualitative evaluation methodologies that are more congruent with the daily work of community sport workers and, by doing so, go beyond a narrow quantitative ‘outcome-fixated’ evaluation dogma.  相似文献   

Programmierte Instruktion und Lerntechnologie im Sportunterricht     

Reinhard Daugs  K. H. Leist 《Sportwissenschaft》1980,10(2):200-204

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