Economic hardship, parenting, and distress in adolescence   总被引：5，自引：0，他引：5  

J D Lempers  D Clark-Lempers  R L Simons 《Child development》1989,60(1):25-39

The relation between family economic hardship and adolescent distress among secondary school students in a small Midwestern community was investigated. According to prior results, family hardship has both direct and indirect effects on adolescent distress. The indirect effects come about through stress-induced changes in parental nurturance and parental discipline. The findings of this study showed that hardship effects varied according to type of distress. For females as well as males, economic hardship had both direct and indirect effects on a depression-loneliness distress factor. The indirect effects occurred through less parental nurturance and more inconsistent discipline. No direct effect of economic hardship was found for either males or females on a distress factor composed of delinquency and drug use items. For both females and males, however, an indirect effect of family economic hardship on the delinquency-drug use factor was found with inconsistent parental discipline as the mediating variable.  相似文献   

Support from Spouse as Mediator and Moderator of the Disruptive Influence of Economic Strain on Parenting     

Ronald L. Simons  Frederick O. Lorenz  Rand D. Conger  Chyi-In Wu 《Child development》1992,63(5):1282-1301

A model is presented regarding associations between economic strain, support from spouse, and quality of parenting. The model was tested using a sample of 451 2-parent families, each of which included a seventh grader (age 12-13). Parent and adolescent reports, as well as observational ratings, were used as indicators of constructs. Analysis using structural equation modeling procedures indicated that level of spouse support was positively related to supportive parenting, whereas economic strain operated to undermine parental involvement. As posited, economic strain produced its effect through a direct relation with parenting and indirectly through its association with spouse support. These findings held for mothers and fathers, regardless of the gender of the child. Spouse support moderated the impact of economic strain on supportive parenting for mothers but not fathers. Possible explanations for this gender difference are presented.  相似文献   

Combining Economic and Conjoint Analysis to Determine Optimal Academic Services     

Mona Whitley Howard  Marion G. Sobol 《Decision Sciences Journal of Innovative Education》2004,2(1):27-44

In today's era of global competition, organizations must manage their functions and activities in a manner such that they are responsive to customers' needs and can provide excellence in service to the customer while also being efficient and cost conscious. These issues are extremely common in corporate organizations, but such concerns are equally relevant in service industries, including institutions of higher education. This study is conducted at a private, undergraduate institution of higher education. We utilize focus group evaluation and conjoint analysis combined with economic analysis in the form of a newly designed preferred utility economic cost diagram to pick the ideal services that should be provided to enrolled students at the institution. The package of ideal services accounts for preferred utility expressed by students and a new methodology (preferred utility function) to balance these against financial considerations to optimize services and financial gains for a college adult education program. This combination of focus groups and mathematical techniques can be easily employed by educational institutes.  相似文献   

Modeling the student in intelligent tutoring sytems: The promise of a new psychometrics     

Howard T. Everson 《Instructional Science》1995,23(5-6):433-452

This paper reviews a number of relatively new and promising psychometric approaches to the problem of modeling student achievement (the student model) within intelligent tutoring systems (ITS). A shared characteristic of most ITSs is their need to estimate a model of the student's understanding of the domain, and use this model to modify and adapt subsequent instructional content and sequence. Sound cognitive diagnosis and the need to advance ITS technology require the development of student models that are integrated with cognitive theory and instructional science. A number of cognitively oriented psychometric approaches — including latent-trait models, statistical pattern recognition methods, and causal probabilistic networks — are described and discussed within the current ITS framework. As measurement-based student models are refined, we anticipate their compatibility with future generations of intelligent tutoring systems.  相似文献   

The construction of a new point of view     

Howard E. Barrett 《The Urban Review》1975,8(3):219-231

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A First Course in Mind, Brain, and Education     

Peter R. Blake  Howard Gardner 《Mind, Brain, and Education》2007,1(2):61-65

ABSTRACT— We describe what may well be the first course devoted explicitly to the topic of Mind, Brain, and Education (MBE). In the course, students examine four central topics (literacy, numeracy, emotion/motivation, and conceptual change) through the perspectives of psychology, neuroscience, genetics, and education. We describe the pedagogical tools we use to develop the skills critical for synthesizing information across the disciplines associated with MBE.  相似文献   

Using peer and self-assessment to develop modelling skills with students aged 11 to 16: A socio-constructive view     

Howard Tanner  Sonia Jones 《Educational Studies in Mathematics》1994,27(4):413-431

Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constructivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills.  相似文献   

Interstimulus interval determines whether ethanol produces conditioned place preference or aversion in mice     

Christopher L. Cunningham  Dobrina M. Okorn  Christine E. Howard 《Learning & behavior》1997,25(1):31-42

DBA/2J mice were exposed to a distinctive floor stimulus (CS+) and ethanol (2 g/kg) in a place conditioning paradigm. A different floor stimulus (CS?) was presented with saline. Mice injected just before or 30 min before CS exposure (Groups 0, ?30) showed conditioned place preference, whereas mice injected right after exposure to the CS (Group 5) displayed place aversion (Experiment 1). None of the other groups (?120, ?60, 15, 60) showed place conditioning. Handling and saline injection given just before or after CS exposure were unable to produce place conditioning (Experiment 2). However, there was a positive relationship between ethanol concentration (10% vs. 20%) and test performance, suggesting that peritoneal irritation influences place conditioning (Experiment 3). Overall, these findings support the suggestion that intraperitoneal injection of ethanol produces an initial short-duration aversive effect that is followed by a longer lasting positive motivational effect.  相似文献   

谁拥有智力?   总被引：3，自引：0，他引：3  

霍华德·加德纳  李茵  陈向明 《北京大学教育评论》2004,2(1):63-70

传统的智力理论狭窄化甚至曲解了人类智力 ,但概念边界的过度扩展又使得智力概念失去真义。智力是单一的还是由多种能力构成 ?智力是否由遗传决定 ?智力的任何成分是否都可以准确测量 ?这三个尚未解决的问题主导着关于智力问题的讨论。在作者看来 ,这些问题已超出了学术讨论的范畴。  相似文献   

Pick a Number … Any Number?     

Jacob V. Simons  Jr.    Barbara A. Price 《Decision Sciences Journal of Innovative Education》2005,3(2):295-306

A recent classroom revelation caused us to reconsider the adequacy of the instructions offered in our textbooks for one of our most elementary quantitative methods. Specifically, we found that many students were mystified concerning how to pick an initial objective function value when plotting an isoprofit line in order to graphically solve a linear programming problem. We observed that this seemingly insignificant issue was causing a surprising amount of wasted time, confusion, and even anxiety. Our experience indicated that students do not necessarily possess any consistent intuition for choosing an appropriate initial value. We confirmed this perception through informal experimentation. We reviewed several textbooks and found that most simply do not bother to address this issue. Therefore, we devised a simple, comprehensible method which we have taught our students to resolve or avoid this problem. Although we quickly found the method to be helpful for many students, we conducted an experiment to formally measure its effect.  相似文献