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11.
Objective: The aim of the present study was to determine the extent to which mother-child interactional patterns in high-and low-risk (for child physical abuse) mothers were similar to patterns observed in physically abusive parents.Method: Ten high-risk and 10 demographically similar low-risk mother-child dyads were studied. Trained observers coded maternal-child interaction patterns in the home during five 1-hour periods using the Standardized Observation Codes system.Results: As expected, high-risk mothers made fewer neutral approaches to their children, displayed more negative behaviors toward their children, and made more indiscriminant responses to their children's prosocial behavior. Expected risk group differences were not found in the number of neutral instructions or positive responses, albeit the proportion of positive responses out of the total number of positive and negative responses was higher for low-risk mothers. After control for educational differences, risk group differences remained in the rates of neutral approaches and the number of indiscriminant behaviors made in response to children's prosocial behaviors.Conclusions: The observational data indicated that high-risk mothers display some behaviors similar to those observed in physically abusive mothers. The finding that high-risk mothers made more indiscriminate or noncontingent responses when reacting to their children's prosocial behavior is consistent with a coercive model of child physical abuse. 相似文献
12.
交互是在线学习的关键要素。教育中的同(异)步交互工具可拓展教学交互的广度与深度,而科学有效的评估能促进交互。本文在比较多种异步交互评估方法后,以建构主义学习理论为基础,引用 Simmons 的反思性思维评价量规,详尽地描述了反思性交互的激励式评估在案例中的实施过程。 相似文献
13.
Drawing on communication accommodation theory in a law enforcement context, young adults rated one of four written vignettes wherein an accommodating or nonaccommodating police officer issued a ticket for a minor or major traffic violation. The officer was rated less favorably along both cognitive and affective dimensions when he nonaccommodated rather than accommodated the offender. The effect of officer accommodation on evaluations of officer competence and social attractiveness were both mediated by intergroup sensitivity. These effects, which supported the theory, emerged irrespective of the severity of the violation. The findings add to the literature regarding the effects of intergroup sensitivity and open up new affective parameters for communication accommodation. 相似文献
14.
This study examines 12 grade five elementary school students' attitudes and beliefs concerning personal and social responsibility in physical education. Factors used to identify students' attitudes and beliefs were initially divided into the six levels of Hellison's Taking Personal and Social Responsibility Model (TPSR), namely: irresponsibility, respect for the rights and feelings of others, participation and effort, self-direction, helping and caring for others and transfer into real-life situations. Through a variety of data collection techniques such as drawings, narrations, interviews and observations, a representation of the students' attitudes and beliefs regarding personal and social responsibility was identified. Results from the study showed the emergence of the following themes: (1) an emphasis on one on one interactions; (2) a focus on negative actions; (3) responsibility is complying with teachers to avoid punishment; (4) responsibility is determined by the family and not the school; and (5) responsibility and race differences. Further research needs to be conducted to determine how children's entry characteristics can be used to strengthen behavioural change in models such as TPSR. 相似文献
15.
《Communication monographs》2012,79(3):301-313
This paper reports on a two-part investigation of people's criteria for evaluating (a) how skillful comforting behavior is, and (b) the outcomes of comforting interactions for distressed persons. In Study 1, individuals were interviewed regarding their experiences in comforting interactions. These interviews, along with previous comforting message research, were used to generate items representing "skillful" comforting behavior and possible outcomes from comforting interactions. These items comprised the questionnaire used in the second study. In Study 2, participants reported on an interaction in which they had been comforted by a friend. Participants rated the comforting behaviors of their friends and the outcomes they experienced following the interaction. In terms of skillfulness of the comfort providers' behavior, five factors emerged: Other Orientation, Problem Solving, Relating, Refraining from General Negativity, and Different Perspective. Three distinct criteria emerged in evaluations of the outcomes of comforting interactions: the recipients' Positive Mood following the comforting, the Empowerment they experienced, and the degree to which they had Stopped Rumination about their problem. Multiple regression analyses revealed the utility of the skillfulness criteria in predicting the outcomes experienced by distressed persons. The results are discussed in terms of theories and research on coping, social support, and comforting messages. 相似文献
16.
James M. Honeycutt Charles W. Choi John R. DeBerry 《Communication Research Reports》2013,30(3):228-236
Communication apprehension (CA) is associated with fear of anticipated communication. Yet, imagined interactions (IIs) can help reduce fear of communication in which individuals use mental imagery before and after to prepare and review communication. A series of regression analyses in which characteristics of IIs were the independent variables was used to predict overall CA, as well as in four different contexts. The regression analysis indicated that CA could be predicted by the II characteristic of discrepancy across multiple contexts. The II catharsis function was predictive in one context. Results are discussed in terms of cognitive modification as a therapeutic technique for treating CA. 相似文献
17.
Robert C. Pianta Jamie DeCoster Sonia Cabell Margaret Burchinal Bridget K. Hamre Jason Downer Jennifer LoCasale-Crouch Amanda Williford Carollee Howes 《Early childhood research quarterly》2014
The present study examined the pattern of associations over time between the quality of observed interactions and exposure to features of an effective coaching model for 170 preschool teachers enrolled in a study investigating professional development impacts. Using a treatment-on-the-treated approach, teachers exposed to a greater number of cycles of coaching showed more improvement in classroom interactions over the year. More specifically, of the two components of treatment examined, video exemplars and individual coaching prompts, exposure to prompts was associated with growth from baseline in instructionally supportive interactions while watching video exemplars was associated with growth in emotionally supportive behaviors in analysis of linear effects. Watching emotional support video exemplars was negatively associated with growth in classroom organization behaviors. The non-linear pattern of these associations suggested that the initial dosage of prompts created observable effects on instructional support, but after a certain point additional dosage was not effective. Conversely, initial dosage did not create observable effects on emotional support, but improvement was observed after exposure to a certain minimum dosage of time watching video exemplars. The results have implications for the design, delivery, and focus of professional development for early childhood educators. 相似文献
18.
Hsiao-Ching She 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):100-111
Cross-relationships among a Taiwanese seventh-grade biology teacher's beliefs, practices and classroom interaction with either male or female students were qualitatively and quantitatively analysed. Results show that the teacher's classroom practices reflect her teaching philosophy, which she described in interviews held before and throughout the class observation period. Gender-based characteristics clearly play an important role in establishing and maintaining differences in interactions between male or female students and their teacher in this particular classroom. Data collected from classroom observations show that the subject teacher's beliefs concerning boy/girl differences in learning style and classroom participation are reinforced or sustained by her behaviour, which includes unequal distribution of direct questions, unbalanced feedback and encouragement, and a lack of restrictive controls on calling out answers. 相似文献
19.
This study reveals the school culture and the teachers’ professional development activities in a Japanese high school learning environment. Furthermore, it documents the relationships among the context, teachers’ beliefs, practices, and interactions. Using multiple data sources including interviews, observations, and documents of teachers from an English department, this yearlong study revealed these English as a Foreign Language teachers lacked many teacher learning opportunities in their context. The study revealed that teacher collaboration only reinforced existing practices, eroding teachers’ motivation to learn to teach in this specific context. The study provides evidence to teacher educators about inservice teachers and their learning environment and the significance of the relationships between the two entities. 相似文献
20.
本文分析了基于CORBA的Agent通信交互模型存在的缺陷,并在此基础上提出了基于Web Service的多Agent交互模型。该模型能充分利用Web Service的完全平台无关性,为分布式异构环境下多Agent之间交互提供了一种新的方法。 相似文献