IV. MOTHERS’ AND FATHERS’ PARENTING PRACTICES WITH THEIR DAUGHTERS AND SONS IN LOW- AND MIDDLE-INCOME COUNTRIES     

Marc H. Bornstein  Diane L. Putnick 《Monographs of the Society for Research in Child Development》2016,81(1):60-77

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The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships (El desarrollo de las habilidades de evaluación de las fuentes durante la adolescencia: una exploración de los distintos niveles de procesamiento de las fuentes y sus relaciones)     

Anna Potocki  Guillaume de Pereyra  Christine Ros  Mônica Macedo-Rouet  Marc Stadtler  Ladislao Salmerón 《Infancia y Aprendizaje》2020,43(1):19-59

Abstract

This study examines the development of source evaluation skills in four groups of students from 10 to 19 years of age. We designed a set of tasks based on a distinction between three components of source evaluation: the identification of source parameters; the evaluation of source features such as the source’s competence or benevolence under explicit instructions; and the use of source features in assessing a document’s relevance with respect to a given task. This inventory was administered to 245 teenagers in grades 5, 7 and 9 and to undergraduate students. All types of source evaluation skills developed throughout adolescence, with some of them remaining suboptimal for older readers. Furthermore, we found weak relationships between students’ identification of source parameters and their use of source features in the absence of any specific prompt. Finally, source evaluation tasks were weakly related to teenagers’ word reading skills. Taken together, these results document teenagers’ acquisition of source evaluation skills and warrant a distinction between readers’ ability to comprehend source features and to use these features when assessing information quality.  相似文献   

Academic self-concept and academic interest measurement: A multi-sample European study     

Marc Corbière  Franco Fraccaroli  Valenti Mbekou  Jacques Perron 《European Journal of Psychology of Education - EJPE》2006,21(1):3-15

Academic self-concept and academic interest are crucial concepts for understanding students’ academic achievement. Yet, few questionnaires currently exist that have been used and validated in more than one country. This study aimed at assessing these concepts using an academic self-concept questionnaire (Marsh, 1990) and an academic interest questionnaire (Corbière & Mbekou, 1997) with French and Italian student samples. Confirmatory Factor Analyses enabled us to assess the structure of the two questionnaires with regard to two academic subjects — Math and First Language (French or Italian) — and to determine the theoretical directions between the concepts. Results from Confirmatory Factor Analyses of both French and Italian samples supported a theoretical model in which academic self-concept and academic interest were intercorrelated, yet maintaining their unique characteristics. On the other hand, results from Multi-Sample Confirmatory Factor Analyses (French and Italian samples) endorsed a correlational model between the two concepts. Finally, the results indicated a significant and positive correlation between academic self-concept, academic interest, and academic achievement in both academic subjects.  相似文献   

Probleme und Konzepte software-ergonomischer Beratung am Beispiel eines Informationssystems im World Wide Web (WWW)     

Marc Hassenzahl und Jochen Prümper 《Informatik - Forschung und Entwicklung》1999,14(3):145-153

Zusammenfassung. Die vorliegende Arbeit gibt Einblick in ein software- ergonomisches Beratungsprojekt zur Entwicklung eines internetbasierten Informationssystems. Sie beschreibt projektspezifische Probleme und die darauf aufbauende Konzeption des Beratungsprojekts. Es galt, insbesondere drei Problembereiche zu berücksichtigen: (1) Zusammenarbeit von Software-Entwicklern und Ergonomen, (2) Integration von Grundprinzipien software-ergonomischer Gestaltung in ein klassisches Vorgehensmodell der Software-Entwicklung (V-Modell) und (3) Wahl des Zeitpunkts für den Beginn der Beratung. Der konkrete Beratungsproze? unterteilte sich in drei Phasen: Analyse, Gestaltung und Bewertung des Informationssystems. In jeder dieser Phasen kamen verschiedene software-ergonomische Methoden (Schriftliche Benutzerbefragung, Gebrauchstauglichkeitsstudien etc.) zum Einsatz, die an die Bedingungen des Projektes angepa?t wurden. Der besondere Schwerpunkt lag dabei auf der Analysephase. Eingegangen am 23. November 1998 / Angenommen am 25. M?rz 1999  相似文献   

The heyday of paedology in Belgium (1899–1914): A positivistic dream that did not come true     

Marc Depaepe 《International Journal of Educational Research》1998,27(8):687

At the beginning of the 20th Century Belgium was said to be a center of the so-called paedological research. Since 1899 Medard Schuyten directed the internationally well known paedological laboratory in Antwerp; in 1912, Josefa Ioteyko founded in Brussels, as an outcome of the first world congress for paedology in Brussels in 1911, the “International Faculty of Paedology”. Mainly on the basis of these Belgian sources, this chapter demonstrates how much the human sciences at the time were captivated by natural scientific thought and scientific optimism.  相似文献   

Does spatial awareness training affect anatomy learning in medical students?     

Rene A. Gonzales  Gordon Ferns  Marc A. T. M. Vorstenbosch  Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720

Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.  相似文献   

疯狂的奔跑     

潘晨曦 《海外英语》2009,(12):18-18

52岁的史蒂芬·霍尔曼参加撒哈拉沙漠124．9英里（201公里）长跑。为这次年度沙漠马拉松比赛,他把途中要吃的食物全都塞进背包．重达25磅（11．3公斤）（包括他用擀面杖压碎以节省空间的薯片）。在100华氏度（约38摄氏度）的高温下,他艰难地爬过了一座座200英尺（约70米）高的沙丘,有时手脚并用。有天夜里,他独自遭遇沙暴,无法确定前进的方向是否正确时,他心想,“这就对了,这就是我参赛的原因。”  相似文献   

Facteurs associés à la rétention des signalements impliquant un abus sexuel     

Marc Tourigny  Marie Jacob  Isabelle Daigneault  Martine Hébert  John Wright 《Child abuse & neglect》2009,33(12):888-896

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Approaches to teaching in mainstream and separate postsecondary classrooms     

Marschark M  Richardson JT  Sapere P  Sarchet T 《American annals of the deaf》2010,155(4):481-487

The study examined attitudes toward teaching reported by university instructors who normally teach hearing students (with the occasional deaf or hard of hearing student) and by instructors who normally teach deaf and hard of hearing students at the same institution. Overall, a view of instruction as information transmission was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of promoting conceptual change was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for deaf and hard of hearing students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and deaf and hard of hearing students' approaches to learning, and may help explain recent findings regarding student outcomes in separate versus mainstream secondary classrooms.  相似文献   

Promoting physical activity using a wearable activity tracker in college students: A cluster randomized controlled trial     

Youngdeok Kim  Angela Lumpkin  Marc Lochbaum  Steven Stegemeier  Karla Kitten 《Journal of sports sciences》2018,36(16):1889-1896

This study examined the effects of utilizing a wearable activity tracker in a credit-based physical activity instructional program (PAIP) for promoting physical activity (PA) in college students. Fourteen PAIP courses in a large public university were randomly assigned into intervention (k = 7; n = 101) and control (k = 7; n = 86) groups. All courses focused on a core curriculum that covers basic exercise and behavioral science contents through lectures and activity sessions. A Misfit Flash activity tracker was provided to students in the intervention group. Objective PA assessments occurred at baseline, mid-, and end-of-semester during a 15-week academic semester. The control group showed a significant reduction in moderate- and vigorous-intensity PA (MVPA) minutes from baseline to the end-of-semester (P <.05), whereas the intervention group showed no changes in MVPA minutes over time. However, the intervention group also showed increased sedentary time and decreased time spent in light-intensity PA during the intervention period. Taken together, the present study found null effects of utilizing the wearable activity tracker in promoting PA in college students suggesting that intervention of primary using the wearable activity tracker as a behavior change strategy may not be effective to increase in PA in this setting.  相似文献