A 5‐Year Longitudinal Study on Mood Variability Across Adolescence Using Daily Diaries          下载免费PDF全文

Dominique F. Maciejewski  Pol A. C. van Lier  Susan J. T. Branje  Wim H. J. Meeus  Hans M. Koot 《Child development》2015,86(6):1908-1921

This study explored the development of mood variability in 474 Dutch adolescents (56.8% male, 90.1% medium to high socioeconomic status) from a community sample, followed from ages 13 to 18 years. Three times per year, adolescents reported on daily happiness, anger, sadness, and anxiety for 5 days using Internet diaries (15 assessment weeks; from 2006 to 2010). Mood variability scores were calculated as means of absolute differences between consecutive days. Results showed that happiness, anger, and sadness variability continuously declined across adolescence, while anxiety variability increased initially, then decreased, and then increased toward late adolescence. Despite females experiencing higher happiness and sadness variability, the rate of change across adolescence was similar for both sexes. Implications for normative emotional development and future studies are discussed.  相似文献   

Analysis of Behavioral and Emotional Problems in Children Highlights the Role of Genotype × Environment Interaction          下载免费PDF全文

Dylan Molenaar  Christel Middeldorp  Toos van Beijsterveldt  Dorret I. Boomsma 《Child development》2015,86(6):1999-2016

This study tested for Genotype × Environment (G × E) interaction on behavioral and emotional problems in children using new methods that do not require identification of candidate genes or environments, can distinguish between interaction with shared and unique environment, and are insensitive to scale effects. Parental ratings of problem behavior from 14,755 twin pairs (5.3 years, SD = 0.22) indicated G × E interaction on emotional liability, social isolation, aggression, attention problems, dependency, anxiety, and physical coordination. Environmental influences increased in children who were genetically more predisposed to problem behavior, with ~20% of the variance due to G × E interaction (8% for anxiety to 37% for attention problems). Ignoring G × E interaction does not greatly bias heritability estimates, but it does offer a comprehensive model of the etiology for childhood problems.  相似文献   

A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments          下载免费PDF全文

Ebrahim Rahimi  Jan van den Berg  Wim Veen 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):780-792

In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self‐regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs.  相似文献   

The development and validation of testing materials for literacy,numeracy and digital skills in a Dutch context     

Maurice de Greef  Mien Segers  Jan Nijhuis  Jo Fond Lam  Mieke van Groenestijn  Frans van Hoek  Alexander J. A. M. van Deursen  Ella Bohnenn  Marga Tubbing 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(5):655-671

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How Dutch employees experience freedom of learning for work     

Theo van Dellen  Ina Heidekamp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):735-759

This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is “voluntary” or “compulsory”. The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe Meeting (ASEM) Lifelong Learning (LLL) Research Hub. The comparative study focused on employees’ quest for “freedom of learning for work”. This paper reports on the Dutch part of the research, the quantitative results of which seem to indicate that the freedom of learning for work is not as important to Dutch employees as might be expected. In a second phase, to investigate employees’ experiences of work-related learning in more depth, the Dutch researchers added a follow-up qualitative study, involving one-on-one interviews. In order to triangulate the results of the quantitative and qualitative research phases, the authors then added a mixed-methods sequential explanatory analysis. They assessed the quality of the collected data in both distinct phases by identifying converging results, which are useful for refining our understanding of learning for work. The paper draws both on rich insights into workplace learning based on this research as well as on theoretical literature which refers to concepts like motivation, subjectivity, work identity and agency in connection with the quest for freedom of learning.  相似文献   

Student teachers’ participation in learning activities and effective teaching behaviours     

Siebrich de Vries  Ellen P.W.A. Jansen  Michelle Helms-Lorenz  Wim J.C.M. van de Grift 《欧洲师范教育杂志》2015,38(4):460-483

Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers’ long-term professional lives, this exploratory study investigates student teachers’ participation in learning activities and explores whether it is connected to their own effective teaching behaviours in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their self-reported learning and that this learning relates positively to observations of their effective teaching behaviour. These findings have several implications for teacher education programmes that aim to enhance the likelihood that their student teachers will become career-long learning professionals.  相似文献   

The emergent literacy skills of four-year-old children receiving free kindergarten early childhood education in New Zealand     

Marleen F. Westerveld  Gail T. Gillon  Anne K. van Bysterveldt  Lynda Boyd 《International Journal of Early Years Education》2015,23(4):339-351

This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children’s books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development.  相似文献   

Not New,but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases     

Tamara van Gog  John Sweller 《Educational Psychology Review》2015,27(2):247-264

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Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist     

E. A. van Vliet  J. C. Winnips  N. Brouwer 《CBE life sciences education》2015,14(3)

In flipped-class pedagogy, students prepare themselves at home before lectures, often by watching short video clips of the course contents. The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable.  相似文献   

Analysis of named entity recognition and linking for tweets     

Leon Derczynski  Diana Maynard  Giuseppe Rizzo  Marieke van Erp  Genevieve Gorrell  Raphaël Troncy  Johann Petrak  Kalina Bontcheva 《Information processing & management》2015

Applying natural language processing for mining and intelligent information access to tweets (a form of microblog) is a challenging, emerging research area. Unlike carefully authored news text and other longer content, tweets pose a number of new challenges, due to their short, noisy, context-dependent, and dynamic nature. Information extraction from tweets is typically performed in a pipeline, comprising consecutive stages of language identification, tokenisation, part-of-speech tagging, named entity recognition and entity disambiguation (e.g. with respect to DBpedia). In this work, we describe a new Twitter entity disambiguation dataset, and conduct an empirical analysis of named entity recognition and disambiguation, investigating how robust a number of state-of-the-art systems are on such noisy texts, what the main sources of error are, and which problems should be further investigated to improve the state of the art.  相似文献