Can you teach me not to be angry? Relations between temperament and the emotion regulation strategy distraction in 2-year-olds     

Johanna Schoppmann  Silvia Schneider  Sabine Seehagen 《Child development》2022,93(1):165-179

Little is known about toddlers’ acquisition of specific emotion regulation (ER) strategies, and how early ER is shaped by temperament. This study investigated if 24-month-old German toddlers, predominantly from families with high levels of parental education (N = 96, n = 49 male), learned the ER strategy distraction through observational learning, and its interaction with temperament. Increased use of distraction correlated with reduced negative affect. Use of distraction increased through observational learning. Highly active toddlers tended to use active playing activities to distract themselves in a frustrating situation, whereas toddlers with a less active temperament used calmer activities. Toddlers’ learning to apply distraction through observational learning was independent of a match between their own temperament and the model's actions.  相似文献   

Consequences of players' dismissal in professional soccer: A crisis-related analysis of group-size effects     

Michael Bar-Eli  Gershon Tenenbaum  Sabine Geister 《Journal of sports sciences》2013,31(10):1083-1094

Abstract

This study documents the effect of players' dismissals on team performance in professional soccer. Our aim was to determine whether the punishment meted out for unacceptable player behaviour results in reduced team performance. The official web site of the German Soccer Association was used for coding data from games played in the first Bundesliga between the 1963 – 64 and 2003 – 04 (n = 41) seasons. A sample of 743 games where at least one red card was issued was used to test hypotheses derived from crisis theory (Bar-Eli & Tenenbaum, 1989a Bar-Eli, M. and Tenenbaum, G. 1989a. A theory of individual psychological crisis in competitive sport. Applied Psychology, 38: 107–120. [Crossref], [Web of Science ®] , [Google Scholar]). Players' dismissals weaken a sanctioned team in terms of the goals and final score following the punishment. The chances of a sanctioned team scoring or winning were substantially reduced following the sanction. Most cards were issued in the later stages of matches. The statistics pertaining to outcome results as a function of game standing, game location, and time phases – all strongly support the view that teams can be considered conceptually similar to individuals regarding the link between stress and performance. To further develop the concept of team and individual psychological performance crisis in competition, it is recommended that reversal theory (Apter, 1982 Apter, M. J. 1982. The experience of motivation: The theory of psychological reversals, London: Academic Press.  [Google Scholar]) and self-monitoring and distraction theories (Baumeister, 1984 Baumeister, R. F. and Steinhilber, A. 1984. Paradoxical effects of supportive audiences on performance under pressure: The home field disadvantage in sports championships. Journal of Personality and Social Psychology, 47: 85–93. [Crossref], [Web of Science ®] , [Google Scholar]) be included in the design of future investigations pertaining to choking under pressure.  相似文献   

Coping with mismatched courses: students’ behaviour and performance in courses mismatched to their learning styles     

Kinshuk  Tzu-Chien Liu  Sabine Graf 《Educational technology research and development : ETR & D》2009,57(6):739-752

Although learning styles are considered as an important factor in education, students often have to learn in courses that do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students to cope with courses that do not match their learning styles by training and developing their less preferred skills. In this paper, the interactions between students’ learning styles, their behaviour, and their performance in an online course that is mismatched regarding their learning styles were analysed. The results show which learners need more help in mastering mismatched courses, help in getting a better understanding about how students with good performance record and poor performance record learn with respect to their learning styles, and provide information about how to identify learners who might have difficulties in learning based on their behaviour.  相似文献   

Qualitative Forschung und ihre Methoden in der Erziehungswissenschaft – auf Konsolidierungskurs?     

Univ.-Prof. Dr. Sabine Reh 《Zeitschrift für Erziehungswissenschaft》2009,12(3):579-584

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Der professionelle Blick von Sportlehrkräften     

Sabine Reuker 《Sportwissenschaft》2012,42(4):240-246

There is a current controversial discussion about the professionalization of teachers. In this respect the present article focuses on the professional vision as one important aspect of the professionalization of physical education teachers. As this aspect has not yet been a subject of discussion the article presents a first overview of the theoretical and empirical findings on the professional vision. For this purpose, findings of other educational subject areas and fields of sport science are presented. Furthermore, open questions relating to physical education will be pointed out to initiate further research projects.  相似文献   

Academic and social integration and study progress in problem based learning     

Sabine E. Severiens  Henk G. Schmidt 《Higher Education》2009,58(1):59-69

The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward. Formal social integration positively affected study progress, but informal academic integration was negatively related to study progress.  相似文献   

Long-Term Relations Between Children’s Language,the Home Literacy Environment,and Socioemotional Development From Ages 3 to 8     

Elisabeth Rose  Simone Lehrl  Susanne Ebert  Sabine Weinert 《Early education and development》2018,29(3):342-356

Research Findings: This study investigated the long-term interrelations among children’s language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and teachers reported on cooperative behavior, physical aggression, and emotional self-regulation. Language was assessed using established test instruments. HLE was operationalized by the number of books in the household, the frequency of shared book reading, and an observation during shared book reading. Path analyses supported effects of language and HLE at age 3 on all 3 indicators of socioemotional development over the 5-year period. An additional mediational analysis revealed different patterns of results depending on the aspect of socioemotional competency under study. Although the effect of early language and HLE at age 3 on cooperative and (low) aggressive behavior at age 8 was partially mediated by language at age 5, children’s early language at age 3 was the best predictor of the development of emotional self-regulation. Practice or Policy: Findings identify a rich HLE and proper language skills as protective factors for socioemotional development in not-at-risk children; these factors should be further established in social skills training.  相似文献   

Imitation in Infancy: Rational or Motor Resonance?     

Paulus M  Hunnius S  Vissers M  Bekkering H 《Child development》2011,82(4):1047-1057

The present study investigates the contribution of 2 mechanisms to imitation in infancy. The principle of rational action suggests that infants normatively evaluate the efficiency of observed actions. In contrast, it has been proposed that motor resonance (i.e., the mapping of others' actions onto one's own motor repertoire) plays a central role in imitation. This study tested 14-month-old infants (n = 95) in 5 conditions and manipulated the extent to which the observed actions could be matched onto the infants' own motor repertoire as well as whether the observed behavior appeared to be efficient. The results suggest that motor resonance plays a more central role in imitation in infancy than does a rational evaluation of the observed action.  相似文献   

School improvement through inspections? First empirical insights from Germany   总被引：1，自引：0，他引：1  

Kathrin Dedering  Sabine Müller 《Journal of Educational Change》2011,12(3):301-322

Since the late 1990s, broad discussions on education and educational quality have given impetus to the implementation of many new measures aimed at the improvement of schools in Germany. In this context, school inspections have been introduced in all 16 German federal states during the last 6 years. In the meantime, scientific research into the functioning of this steering instrument has begun. In this article, first empirical findings on the effects of school inspections in Germany are presented by drawing on a survey study with 468 principals of schools in the federal state of North Rhine-Westphalia that were externally evaluated during the years 2005 to 2008. Findings indicate that school inspection results are considered by a large group of stakeholders within schools and that they are discussed in different settings. In many schools, development measures have already been planned and implemented. Moreover, first effects are perceived in different fields. On the whole, findings agree with the results of two thematically related German studies but draw a less heterogeneous picture than the international research context.  相似文献   

Teaching visual texts with the multimodal analysis software     

Victor Lim Fei  Kay L. O’Halloran  Sabine Tan  Marissa K. L. E 《Educational technology research and development : ETR & D》2015,63(6):915-935

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