The Relationship between Parenting Types and Older Adolescents' Personality, Academic Achievement, Adjustment, and Substance Use   总被引：11，自引：0，他引：11  

Laura H. Weiss  J. Conrad Schwarz 《Child development》1996,67(5):2101-2114

The purpose of the present study was to examine Baumrind's T3 conceptual framework using a multiple informant design and an older adolescent population. With 178 college students and their families as participants, the present study found many of the predicted relations between parents' child-rearing style (Authoritative, Democratic, Nondirective, Nonauthoritarian-Directive, Authoritarian-Directive, and Unengaged) and their adolescent children's behavior in the 4 domains assessed: personality, adjustment, academic achievement, and substance use. The differences between parenting types on the criterion measures were not as large as reported in Baumrind's study, and significant effects were predominantly due to the poor scores from children with Unengaged and Authoritarian-Directive parents. The results are discussed in terms of their implications for the Authoritative parenting type, the utility of using a typology, and areas for future research.  相似文献   

Integrating control generated by positive and negative reinforcement on an operant baseline: Appetitive-aversive interactions     

Stanley J. Weiss  Charles W. Schindler 《Learning & behavior》1989,17(4):433-446

The interaction of opposing motivational states was measured within a design in which rats barpressed for food in one stimulus and to avoid shock in another. Tone and light discriminative stimuli (Sds) were counterbalanced over incentive conditions. Extinction eliminated responding when neither Sd was present. To minimize the influence of competing peripheral operants or reinforcer-elicited behaviors during appetitive-aversive interactions, contingency parameters were manipulated to generate similar rates and patterns of barpressing in both Sds and stimulus-compounding tests were administered in extinction. On these tests, rates in tone, light, and tone plus light (T+L) were equivalent. In contrast, when the same reinforcer (i.e., food or shock avoidance) maintained comparable training rates in tone and in light, in testing, T+L controlled double the rates of the single stimuli—strong additive summation. These results were strikingly similar to those of single-incentive experiments concerned with the contribution of excitatory and inhibitory incentive states to the results of stimulus compounding. Simultaneously presenting two Sds whose implicit stimulus-reinforcer (S-S^r) contingencies were arranged to make them, respectively, conditioned appetitive and aversive exciters (present experiment) produced test results comparable to those of two Sds whose implicit S-S^r contingencies were arranged to make them both conditioned inhibitors. Reciprocal antagonism between these two motive states more than neutralizes them. It appears to produce a negative (i.e., an inhibitory) motive state.  相似文献   

The Financing of Private Schools in the Federal Republic of Germany     

Manfred Weiss 《Compare》1986,16(2):149-165

  相似文献   

Co-teaching as science in the schoolhouse: more questions than answers     

Weiss MP 《Journal of learning disabilities》2004,37(3):218-223

The concept of science in the schoolhouse combines knowledge of research-based practices with the complexities of day-to-day life in schools. In this discussion, co-teaching is offered as an example of how advocacy for a practice can outpace the science that supports it. There is a push for co-teaching in contemporary schools, and special educators in great numbers are being asked to join with general educators in meeting the needs of students with disabilities. However, the science behind co-teaching to date is very limited. Studies have examined the implementation of co-teaching as a general service delivery option, but much less attention has been paid scientifically to the character and quality of the co-taught instruction or to the impact of co-teaching on student outcomes. Within this context, I also examine how Crockett's four recommendations to support science in the schoolhouse could address the questions about co-teaching for which there are few answers.  相似文献   

Performance of the S[... formula ...]2 Statistic for the Multidimensional Graded Response Model     

Shiyang Su  Chun Wang  David J. Weiss 《Educational and psychological measurement》2021,81(3):491

S−χ2 is a popular item fit index that is available in commercial software packages such as flexMIRT. However, no research has systematically examined the performance of S−χ2 for detecting item misfit within the context of the multidimensional graded response model (MGRM). The primary goal of this study was to evaluate the performance of S−χ2 under two practical misfit scenarios: first, all items are misfitting due to model misspecification, and second, a small subset of items violate the underlying assumptions of the MGRM. Simulation studies showed that caution should be exercised when reporting item fit results of polytomous items using S−χ2 within the context of the MGRM, because of its inflated false positive rates (FPRs), especially with a small sample size and a long test. S−χ2 performed well when detecting overall model misfit as well as item misfit for a small subset of items when the ordinality assumption was violated. However, under a number of conditions of model misspecification or items violating the homogeneous discrimination assumption, even though true positive rates (TPRs) of S−χ2 were high when a small sample size was coupled with a long test, the inflated FPRs were generally directly related to increasing TPRs. There was also a suggestion that performance of S−χ2 was affected by the magnitude of misfit within an item. There was no evidence that FPRs for fitting items were exacerbated by the presence of a small percentage of misfitting items among them.  相似文献   

Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis     

Eileen Mary Weiss   《Teaching and Teacher Education》1999,15(8):1029

The relationships between perceived workplace conditions and morale, career choice commitment, and planned retention were examined for first-year teachers in the United States. A nationally representative sample of first-year teachers (K-12) was extracted from the United States Department of Education's Schools and Staffing Surveys database for 1987–88 and 1993–94. A school culture that supports collaboration and teacher participation in decision-making was most strongly related to higher morale, stronger commitment to teaching, and intentions to remain in the profession. The discussion highlights the importance of providing supportive workplace conditions during a formalized induction year that socialize new teachers into a collaborative and participatory work-ethic that sustains commitment.  相似文献   

Instruction in secondary cotaught classrooms: Three elements,two teachers,one unique approach     

Margaret P. Weiss  Wendy J. Rodgers 《Psychology in the schools》2020,57(6):959-972

Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum. Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo-taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidence-based practices from special education and specially designed instruction. Examples are included and discussed.  相似文献   

Behavioral and neurophysiological effects of morphological awareness training on spelling and reading     

Silvana Weiss  Roland H. Grabner  Reinhard Kargl  Christian Purgstaller  Andreas Fink 《Reading and writing》2010,23(6):645-671

Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group showed increases in morphological awareness, but only students from secondary school improved significantly in reading and spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained children with higher language competencies underwent an electroencephalography testing involving three different language tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz). These findings reflect more effortful and attention-demanding processing after the training and suggest that children with poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy.  相似文献   

Editor's Viewpoint: State of the Journal     

Maureen R. Weiss 《Research quarterly for exercise and sport》2013,84(2):iii-iv

  相似文献   

Techniques and considerations for determining isoinertial upper‐body power     

Michael J. Falvo  Brian K. Schilling  Lawrence W. Weiss 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):293-311

Power is an integral aspect of many sports. Although power output of the lower body is often measured during jumping and cycling movements, much less is known about power as pertains to the upper body musculature. Recently, isoinertial methods ‐ with constant gravitational load ‐ of power testing have become common, but little is known of the reliability and criterion validity of these tests as they pertain to sport performance. In addition, the varied methodology makes a lucid model more evasive. The aims of this review are to examine the various methods of assessing upper body power, to establish its role in predicting athletic performance, and to assess the body of literature that has assessed power output of the upper extremities by isoinertial methods. To our knowledge, only two studies on isoinertial upper‐body power have shown a direct correlation to sporting ability (Baker, 2001; Baker et al., 2001); therefore, many unanswered questions exist as to the efficacy of these tests as predictors of athletic ability or as a method to track athletes’ training over time. From this review we hope to allow the sport coach to assess the overall utility of these tests in terms of availability, safety and external validity.  相似文献