How Heritable are Parental Sensitivity and Limit-Setting? A Longitudinal Child-Based Twin Study on Observed Parenting     

Saskia Euser  Jizzo R. Bosdriesz  Claudia I. Vrijhof  Bianca G. van den Bulk  Debby van Hees  Sanne M. de Vet  Marinus H. van IJzendoorn  Marian J. Bakermans-Kranenburg 《Child development》2020,91(6):2255-2269

We examined the relative contribution of genetic, shared environmental and non-shared environmental factors to the covariance between parental sensitivity and limit-setting observed twice in a longitudinal study using a child-based twin design. Parental sensitivity and parental limit-setting were observed in 236 parents with each of their same-sex toddler twin children (M_age = 3.8 years; 58% monozygotic). Bivariate behavioral genetic models indicated substantial effects of similar shared environmental factors on parental sensitivity and limit-setting and on the overlap within sensitivity and limit-setting across 1 year. Moderate child-driven genetic effects were found for parental limit-setting in year 1 and across 1 year. Genetic child factors contributing to explaining the variance in limit-setting over time were the same, whereas shared environmental factors showed some overlap.  相似文献   

Considering student retention as a complex system: a possible way forward for enhancing student retention     

Jonas Forsman  Maartje van den Bogaard  Cedric Linder  Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255

This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention.  相似文献   

Fear of cancer is associated with cancer information seeking,scanning and avoiding: a cross‐sectional study among cancer diagnosed and non‐diagnosed individuals          下载免费PDF全文

Sara Nelissen  Kathleen Beullens  Marijke Lemal  Jan Van den Bulck 《Health information and libraries journal》2015,32(2):107-119

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Football participation legacy and Australia’s qualification for the 2006 Football World Cup     

Stephen Frawley  Pim Van den Hoven 《Soccer & Society》2015,16(4):482-492

This paper examines the impact of qualification for the 2006 World Cup on football participation in Australia. Australia’s qualification for the 2006 World Cup created widespread media coverage across the country, and this was amplified by the fact that it was only the second time the nation had qualified for the event. Contrary to a number of studies that have examined sport participation legacy and major events, this research presents data that suggest an overall positive trend in Australian football participation post Australia’s successful World Cup qualification. Three of the four demographic categories examined in the study had witnessed increased football participation across the examined period.  相似文献   

Rapid microfluidic solid-phase extraction system for hyper-methylated DNA enrichment and epigenetic analysis     

Arpita De  Wouter Sparreboom  Albert van den Berg  Edwin T. Carlen 《Biomicrofluidics》2014,8(5)

Genetic sequence and hyper-methylation profile information from the promoter regions of tumor suppressor genes are important for cancer disease investigation. Since hyper-methylated DNA (hm-DNA) is typically present in ultra-low concentrations in biological samples, such as stool, urine, and saliva, sample enrichment and amplification is typically required before detection. We present a rapid microfluidic solid phase extraction (μSPE) system for the capture and elution of low concentrations of hm-DNA (≤1 ng ml⁻¹), based on a protein-DNA capture surface, into small volumes using a passive microfluidic lab-on-a-chip platform. All assay steps have been qualitatively characterized using a real-time surface plasmon resonance (SPR) biosensor, and quantitatively characterized using fluorescence spectroscopy. The hm-DNA capture/elution process requires less than 5 min with an efficiency of 71% using a 25 μl elution volume and 92% efficiency using a 100 μl elution volume.  相似文献   

Effective learning activities in observation taks when learning to write and read argumentative texts     

Martine A. H. Braaksma  Huub van den Bergh  Gert Rijlaarsdam  Michel Couzijn 《European Journal of Psychology of Education - EJPE》2001,16(1):33-48

On repeated occasions, observational learning has proved itself to be an effective instruction method. Experimental studies have shown to be effective for complex tasks such as reading and writing for both teachers and students as models. The problem when interpreting the results of such research is that, in observation tasks, several mental activities play a simultaneous role. In this study we therefore set out to identify the effective elements of observation tasks. We focused on two elements of the observation tasks, both aimed at stimulating monitoring activities: evaluation of the model’s performance and elaboration on this evaluation. We have also distinguished between elaboration on the observed products (the models’ written answers), and elaboration on the observed processes (the models’ verbalisations of their mental activities). The data were subjected to a LISREL analysis. First of all, it was observed that subjects who performed “evaluation” and “productelaboration” better, and “process-elaboration” more often in one lesson, also performed these activities better or more often in the subsequent lesson. Next, we observed an effect of aptitude on the learning activities: pre skill scores influence “evaluation” and “product-elaboration”. The most important finding is that “evaluation” and “product-elaboration” contribute positively to argumentative writing skills. It is discussed that these findings confirm the importance of the monitoring, evaluative and reflective activities when learning complex tasks as writing.  相似文献   

Self Organising Wayfinding Support for Lifelong Learners     

Colin Tattersall  Jocelyn Manderveld  Bert van den Berg  René van Es  José Janssen  Rob Koper 《Education and Information Technologies》2005,10(1-2):111-123

Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling. The article concludes with a discussion of the questions being addressed in our ongoing research.  相似文献   

In search of an effective source use pattern for writing argumentative and informative synthesis texts     

Vandermeulen  Nina  van den Broek  Brenda  Van Steendam  Elke  Rijlaarsdam  Gert 《Reading and writing》2020,33(2):239-266

Reading and Writing - In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying...  相似文献   

Secondary Teachers' Interpersonal Behaviour in Singapore,Brunei and Australia: A cross-national comparison     

Perry den Brok  Darrell Fisher  Theo Wubbels  Mieke Brekelmans  Tony Rickards 《Asia Pacific Journal of Education》2006,26(1):79-95

This study investigates the reliability and validity of the Questionnaire on Teacher Interaction (QTI) in three countries: Singapore, Brunei and Australia. The QTI maps student perceptions of interpersonal teacher behaviour and is based on the circumplex Model for Interpersonal Teacher Behaviour (MITB) that investigates the teacher–student relationship in terms of the two dimensions of influence and proximity. Students' perceptions of their teachers in the three countries are also compared. Results show that the QTI scales are represented by two independent dimensions and that scales can be ordered in terms of a circular structure. However, empirical scale locations differ from their theoretical positions as hypothesised by the circumplex model, and among countries. Differences in teacher influence and proximity are also found among the countries.  相似文献   

The Impact of Individual,Educational, and Workplace Factors on the Transfer of School-Based Learning into the Workplace     

Ana Inés Renta Davids  Piet Van den Bossche  David Gijbels  Manel Fandos Garrido 《Vocations and Learning》2017,10(3):275-306

The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during the practice module in vocational education programmes in Spain. The study analysed individual, educational design and work environment factors that facilitate or hinder transfer of learning. The study took a multidimensional approach to professional competences by observing four dimensions: hard-specific, hard-generic, interpersonal and intrapersonal. The data collection drew from a questionnaire administered to students of vocational education programmes (N = 379) after they had completed the practice module scheme. A moderation analysis was applied to observe the effect of individual, educational design and workplace factors on the relation between the competences learned at school and those used at the workplace. The findings showed that compulsory placement, school-work alignment, work-based supervisor, access to resources and task complexity are significant moderators between the competences learned at school and those used at the workplace. The study highlights the coherence between the school and workplaces and work environment characteristics as factors conducive to transfer of learning.  相似文献