Stress responses and decision making in child protection workers faced with high conflict situations     

LeBlanc VR  Regehr C  Shlonsky A  Bogo M 《Child abuse & neglect》2012,36(5):404-412

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Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?     

Reindl  Marion  Gniewosz  Burkhard  Dresel  Markus 《European Journal of Psychology of Education - EJPE》2021,36(3):781-797

European Journal of Psychology of Education - Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the...  相似文献   

How does national culture affect the teaching style in higher education and what are the implications for the student experience?     

Hecht  Julia  Kahrens  Marion 《Tertiary Education and Management》2021,27(2):107-127

Tertiary Education and Management - One of the effects of globalization in Higher Education is that teachers in institutions and faculties increasingly come from diverse cultural backgrounds. This...  相似文献   

Risk and Protective Factors Related to Fathers’ Positive Involvement and Negative Reinforcement With 1-Year-Olds     

Kristin Berg Nordahl  Imac M. Zambrana  Marion S. Forgatch 《Parenting, science and practice》2016,16(1):1-21

Objective. Guided by a social interaction learning model, this study investigated potential risk and protective factors related to fathers’ early parenting behaviors. Design. Parenting behaviors in 726 Norwegian fathers with their 1-year olds (51.7% boys) were assessed by both micro social coding and global ratings from direct observation of structured interactions. Father and child factors were reported by fathers when the child was 6 months and 1 year old. Results. Fathers’ positive involvement was associated with children’s observed sustained attention, and lack of positive involvement was associated with children’s communicative risk and fathers’ lower education. Fathers’ negative reinforcement was associated with children’s developmental difficulties and communicative risk. Positive involvement and negative reinforcement were not correlated and were predicted by different factors, indicating they are separate dimensions of parenting. Conclusion. Multiple predictors relate to different parenting dimensions and point to factors that may enhance father–infant interaction and identify fathers and children who may benefit from early intervention.  相似文献   

African American and European American Mothers' Beliefs about Negative Emotions and Emotion Socialization Practices     

Nelson JA  Leerkes EM  O'Brien M  Calkins SD  Marcovitch S 《Parenting, science and practice》2012,12(1):22-41

OBJECTIVE: Mothers' beliefs about their children's negative emotions and their emotion socialization practices were examined. DESIGN: Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children's negative emotions, and mothers' emotion teaching practices were observed. RESULTS: African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children's negative emotions than European Americans and more nonsupportive responses to children's anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers' responses to negative emotions were explained, in part, by mothers' beliefs about emotions. CONCLUSIONS: Differences in beliefs and practices may reflect African American mothers' efforts to protect their children from discrimination.  相似文献   

How Early Is Too Early to Begin Life Career Planning? The Importance of the Elementary School Years     

Carolyn S. Magnuson  Marion F. Starr 《Journal of Career Development》2000,27(2):89-101

The relationship of early and middle childhood experiences to life career planning is discussed. Life career planning is presented as a life skill beginning in infancy. The authors present five premises on which they have based their discussion: Life career development is a life-long, spiraling process; Life career planning includes a series of sub-skills; Career awareness and career exploration form the foundation for effective life career planning; Idiosyncratic factors influence the decision-making of each person; and Child development theory (e.g., Erikson, Piaget and Vygotsky) and career development theory (e.g., Super and Gottfredson) are interrelated. Implications for practice are included.  相似文献   

Conflict in the Dyadic Play of 3-Year-Old Children     

Marion O'Brien  Carolyn Roy  Anne Jacobs  Mery Macaluso  Vicki Peyton 《Early education and development》1999,10(3):289-313

Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.  相似文献