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31.
The objective of this study was to describe prevalent informal sources of information about sex and examine associations between informal sources of information about sex and sexual risk outcomes among sexually experienced adolescents. Work involved the secondary analysis of data from the Minnesota Student Survey, a statewide survey to monitor priority risk and protective health behaviors. The study sample included 22,828 sexually experienced adolescents aged 13–20 years. Multivariate logistic regression analyses examined associations between adolescents' informal sources of information about sex and three sexual risk outcomes. Peers and siblings were the most commonly reported source of information about sex. Ninth-graders who reported parents or parents plus peers/siblings as a source of information about sex had significantly lower odds of having multiple sex partners in the past year. Ninth-graders who reported any informal source of information about sex had significantly lower odds of unprotected intercourse at last sex. Ninth-graders and 12th-graders who reported any informal source of information about sex had significantly lower odds of lifetime pregnancy involvement. Findings suggest information about sex from people in adolescents' everyday lives has the potential to diminish the likelihood of involvement in sexual risk behaviors. To maximize effectiveness, formal sex education programs should engage informal sources of information about sex in adolescents' everyday lives. 相似文献
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Snyder J Brooker M Patrick MR Snyder A Schrepferman L Stoolmiller M 《Child development》2003,74(6):1881-1898
The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls. 相似文献
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Colin Flood Page 《高等教育研究与发展》1984,3(1):3-12
This article considers, from the point of view of an experienced staff developer, several aspects of tertiary education. It touches on the question of whether teachers are born and not made; some reasons for refusing to learn about learning; the continuing grip of the Middle Ages; the possibility of reorganisation so that students are dealt with as individuals and not in batches; the magic force of numbers; amateurs versus professionals in teaching and research; subject cultures; and the unique and parlous situation of many staff developers. 相似文献
35.
Mary Ann Evans Michelle Bell Deborah Shaw Shelley Moretti Jodi Page 《Reading and writing》2006,19(9):959-989
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph 相似文献
36.
Dare A. Baldwin Ellen M. Markman Brigitte Bill Renee N. Desjardins Jane M. Irwin Glynnis Tidball 《Child development》1996,67(6):3135-3153
The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object. 相似文献
37.
在选择考研的学校时,考哪个学校是和考哪个专业一样重要的问题,考名校还是考一般的学校,考本校还是外校,这是个问题.我的观点是,还是考名校比较好. 相似文献
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Christopher H. Skinner Jacqueline L. Williams Jennifer Ann Morrow Andre D. Hale Christine E. Neddenriep Renee O. Hawkins 《Psychology in the schools》2009,46(10):1036-1047
This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th‐, 29 5th‐, and 37 10th‐grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock–Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increased Broad Reading Cluster variance accounted for in the 4th‐ and 5th‐grade sample, but decreased the Broad Reading Cluster variance accounted for in the 10th‐grade sample. Discussion focuses on the importance of reading speed and the failure to enhance validity of a brief rate measure in more skilled readers by incorporating a direct measure of comprehension. © 2009 Wiley Periodicals, Inc. 相似文献