(Re)Viewing Reviews: Effects of Emotionality and Valence on Credibility Perceptions in Online Consumer Reviews     

Megan A. Vendemia 《Communication Research Reports》2017,34(3):230-238

This study examines credibility perceptions in online consumer reviews. Specifically, this work investigates the effects of review emotionality (high vs. low), review valence (positive vs. negative), and individuals’ need for affect on source credibility and information credibility. In an online experiment, U.S. adults (N = 327) viewed a product review from Amazon.com varied across four experimental conditions. Results indicate that high-emotionality reviews are perceived as lower in source and information credibility compared to low-emotionality reviews. A moderated mediation model was tested with the source credibility dimensions as possible mediators of information credibility and need for affect as a moderator for the effects of review emotionality. The effects of emotionality on information credibility were significantly mediated by source trustworthiness, and this mediation was moderated by participants’ need for affect, with the credibility-hampering effects of emotionality found only among participants with low and moderate levels of need for affect.  相似文献   

Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis     

von Hagen  Alexa  Kohnen  Saskia  Stadie  Nicole 《Educational Psychology Review》2021,33(2):459-488

Educational Psychology Review - This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical...  相似文献   

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation     

Henderson  J. Bryan  Zillmer  Nicole  Holton  April  Weiner  Steven  Greenwald  Eric  Goss  Megan  Lopez  M. Lisette  Morales  Christina  Pearson  P. David  McNeill  Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815

Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence...  相似文献   

Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis     

Colby Hall  Garrett J. Roberts  Eunsoo Cho  Lisa V. McCulley  Megan Carroll  Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.  相似文献   

Touch your toes! Developing a direct measure of behavioral regulation in early childhood   总被引：6，自引：0，他引：6  

Claire E. Cameron Ponitz  Megan M. McClelland  Abigail M. Jewkes  Carol McDonald Connor  Carrie L. Farris  Frederick J. Morrison 《Early childhood research quarterly》2008

Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings.  相似文献   

Caregiver Responsiveness During Preschool Supports Cooperation in Kindergarten: Moderation by Children’s Early Compliance     

Megan E. Pratt  Shannon T. Lipscomb  Megan M. McClelland 《Early education and development》2016,27(4):421-439

Research Findings: The current study examined how children’s parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children’s classroom cooperation in the fall of kindergarten. Compliance at 36 months and cooperation in kindergarten are operationalized as overt, behavioral aspects of self-regulation as appraised by parents and teachers. The sample consisted of 996 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development who attended formal or informal ECE settings during the prekindergarten year. Results indicated that children with low compliance at age 3 tend to demonstrate stronger cooperation skills by kindergarten when they experience more positivity/responsivity from their ECE caregivers. Main effects of positivity/responsivity and cognitive stimulation on classroom cooperation were not detected for the overall sample. Practice or Policy: The discussion addresses the importance of preparing and empowering ECE providers to help young children who enter the preschool period struggling with behavioral aspects of self-regulation, such as compliance, to improve these skills through positive and responsive caregiving.  相似文献   

Different kinds of information affect word learning in the preschool years: the case of part-term learning     

Saylor MM  Sabbagh MA 《Child development》2004,75(2):395-408

Two studies investigated how preschool children's interpretations of novel words as names for parts of objects were affected by 3 kinds of information: (a) whole object familiarity, (b) whole part juxtaposition, and (c) syntactic information indicating possession. Study 1 tested 3- to 4-year-olds and found that although there was evidence that all information affected children's part-term interpretations to some extent, they were most systematic when provided with 2 or more kinds of information. Study 2 adapted the procedure for use with 2.5-year-olds and found the same general pattern of results. Variations across studies were found that may reflect changes in how different kinds of information affect word learning with development.  相似文献   

Using ‘HOCS-Centered Learning’ as a Pathway to Promote Science Teachers' Metacognitive Development     

Mary Leou  Pamela Abder  Megan Riordan  Uri Zoller 《Research in Science Education》2006,36(1-2):69-84

An element of current reform in science education worldwide is the shift from the dominant traditional algorithmic lower-order cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS)-promoting learning; that is, the development of students' capabilities including those of question asking (QA), critical/system thinking (CST), decision making (DM), problem solving (PS), conceptualisation of fundamental concepts (CFC) and the transfer of these within both the science disciplines and real life interdisciplinary situations. Accordingly, an innovative metacognition-promoting science teacher professional development course, integrating formal and informal science education, was developed and implemented within a traditional model, focusing on the HOCS skills of QA, PS, and CFC. The HOCS promoting teaching and assessment strategies of this course not only enabled participants to reflect on their own learning, but also facilitated their self-reflective assessment, utilising a pre–post designed research-based methodology. The results suggest that such, or similarly appropriate, metacognition-oriented courses can contribute positively to the development of science teachers' HOCS capability.  相似文献   

Infant Proneness-to-Distress Temperament, Maternal Personality, and Mother-Infant Attachment: Associations and Goodness of Fit   总被引：3，自引：1，他引：3  

Sarah Mangelsdorf  Megan Gunnar  Roberta Kestenbaum  Sarah Lang  Debra Andreas 《Child development》1990,61(3):820-831

66 mother-infant pairs were examined when the infants were 9 and 13 months. The purpose of this report was to examine relations between infant proneness-to-distress temperament, maternal personality characteristics, and mother-infant attachment. There were no main-effect relations between infant proneness-to-distress temperament as assessed at 9 months and infant attachment classification at 13 months. This was true whether security of attachment (A and C vs. B) or proposed temperament (A1-B2 vs. B3-C2) groupings of attachment classifications were examined. Infant proneness-to-distress temperament, however, was associated with maternal behavior and personality. Furthermore, security of attachment could be predicted by an interaction between maternal personality and infant proneness-to-distress. The importance of considering goodness-of-fit relations in predicting attachment security is discussed.  相似文献   

Evaluating item response theory linking and model fit for data from PISA 2000–2012     

Matthias von Davier  Kentaro Yamamoto  Hyo Jeong Shin  Henry Chen  Lale Khorramdel  Jon Weeks 《Assessment in Education: Principles, Policy & Practice》2019,26(4):466-488

ABSTRACT

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance.  相似文献