Relational Aggression, Overt Aggression, and Friendship   总被引：18，自引：1，他引：18  

Jennifer K. Grotpeter  Nicki R. Crick 《Child development》1996,67(5):2328-2338

This study ( n = 315 9–12-year-olds) was conducted to assess whether the social problems that relationally and overtly aggressive children typically experience in the peer group context are also exhibited in the dyadic, friendship context. The qualities of children's friendships (e.g., levels of intimacy) and of the importance of those qualities (e.g., the importance of intimacy) were assessed with self-report instruments adapted from past research. Results indicated that the friendships of relationally aggressive children were characterized by relatively high levels of intimacy, exclusivity/jealousy, and relational aggression within the friendship context. In contrast, the friendships of overtly aggressive children were characterized by engaging together in aggressive acts toward those outside the friendship. In addition, overtly aggressive children placed relatively high importance on these coalitional acts and on companionship with their friends. Implications for our understanding of aggressive children and for our knowledge of children's friendships are discussed.  相似文献   

Self-regulated learning in Singaporean context: a congeneric approach of confirmatory factor analysis     

Betsy Ng  C.K. John Wang  W.C. Liu 《International Journal of Research & Method in Education》2017,40(1):91-107

The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students’ motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified and administered to students (N?=?610) in mathematics and science classes. In the first sample, 314 students completed the MSLQ Junior High while a second sample of 296 students completed the revised MSLQ Junior High. Using a congeneric approach of confirmatory factor analysis (CFA), the five-factor measurement model was determined with the first sample. This measurement model was further supported using a second sample and its goodness-of-fit indices were compared with other CFA models. Statistical findings showed that the five-factor structure of the revised MSLQ Junior High had a good model fit. The present study contributes a novel methodological approach by investigating the parsimony confirmatory factor structure of the revised MSLQ Junior High in local academic contexts.  相似文献   

Example-based learning: exploring the use of matrices and problem variability     

Mary A. Hancock-Niemic  Lijia Lin  Robert K. Atkinson  Alexander Renkl  Joerg Wittwer 《Educational technology research and development : ETR & D》2016,64(1):115-136

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Text density level as a design variable in instructional displays     

Gary R. Morrison  Steven M. Ross  Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115

Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise) narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement. Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts. Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed.  相似文献   

Gender dysphoria and sexual abuse: a case report     

K J Zucker  M Kuksis 《Child abuse & neglect》1990,14(2):281-283

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The relation between resource limitations and optional conceptual processing by children and adults     

B P Ackerman  K Spiker  K Bailey 《Child development》1989,60(5):1200-1211

In some situations children fail to perform optional conceptual processing that they are able to perform. The purpose of the 4 experiments was to determine if the difficulty of word identification affects optional conceptual processing by second/third graders, fifth graders, and college students in a cued recall task. Conceptual processing was manipulated by presenting Hard (e.g., hawk eagle canary) or Easy (river lake canary) word triplets that varied in the contrastive processing necessary to identify the "odd" target word (canary). The orienting activity also varied: for the Oddity Choice activity, contrastive processing was obligatory because the subject had to identify the target; for the Read activity, contrastive processing was optional because the experimenter identified the target. A recall advantage for the Hard over the Easy triplets was the measure of contrastive processing. Finally, the difficulty of word identification varied in that the subjects read the stimuli or the experimenter read the stimuli, and all the words were degraded, only the nontarget words were degraded, or all the words were intact. The results established that contrastive processing facilitates recall, and that word identification difficulty may limit the extent of optional contrastive processing.  相似文献   

International minority ethnic academics at predominantly white institutions     

Kalwant Bhopal  Thandeka K. Chapman 《British Journal of Sociology of Education》2019,40(1):98-113

Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics.  相似文献   

Relationships between self-concept and achievement in a college genetics course     

Roger K. Cannon  Ronald D. Simpson 《科学教学研究杂志》1980,17(6):559-569

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Memory, maternal representations, and internalizing symptomatology among abused, neglected, and nonmaltreated children     

Valentino K  Cicchetti D  Rogosch FA  Toth SL 《Child development》2008,79(3):705-719

A depth-of-processing incidental recall task for maternal-referent stimuli was utilized to assess basic memory processes and the affective valence of maternal representations among abused ( N  = 63), neglected ( N  = 33), and nonmaltreated ( N  = 128) school-aged children (ages 8–13.5 years old). Self-reported and observer-rated indices of internalizing symptoms were also assessed. Abused children demonstrated impairments in recall compared to neglected and nonmaltreated children. Although abused, neglected, and nonmaltreated children did not differ in valence of maternal representations, positive and negative maternal schemas related to internalizing symptoms differently among subgroups of maltreated children. Valence of maternal schema was critical in differentiating those with high and low internalizing symptomatology among the neglected children only. Implications for clinical intervention and prevention efforts are underscored.  相似文献   

Primary Grades Teachers’ Instructional Decisions During Online Mathematics Professional Development Activities     

Drew Polly  Christie S. Martin  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2016,44(3):275-287

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