Peer victimization and empathy for victims of bullying: A test of bidirectional associations in childhood and adolescence     

Jessica Trach  Claire F. Garandeau  Sarah T. Malamut 《Child development》2023,94(4):905-921

Anti-bullying interventions often assume that knowing how it feels to be bullied increases empathy for victims. However, longitudinal research on actual experiences of bullying and empathy is lacking. This study investigated whether within-person changes in victimization predicted changes in empathy over 1 year using random-intercept cross-lagged panel models. Self- and peer-reported victimization, and cognitive and affective empathy for victims were measured in a sample of 15,713 Finnish youth (M_age = 13.23, SD_age = 2.01, 51.6% female; 92.5% had Finnish-speaking parents; data was collected in 2007–2009 when information about participants’ race/ethnicity was not available due to ethical guidelines for the protection of personal information). Results indicated small, positive longitudinal associations from victimization to cognitive empathy. Implications for empathy-raising interventions are discussed.  相似文献   

Math Performance and Academic Anxiety Forms,from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants     

Caviola  Sara  Toffalini  Enrico  Giofrè  David  Ruiz  Jessica Mercader  Szűcs  Dénes  Mammarella  Irene C. 《Educational Psychology Review》2022,34(1):363-399

Educational Psychology Review - The relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety...  相似文献   

The Most Swipeable You: Experiences and Self-Perception of Tinder Users     

Jessica Strübel 《Journal of American culture (Malden, Mass. : 2003)》2023,46(1):44-54

  相似文献   

Lessons learned from an evolving DEI programme within a global publisher     

Sowmya Swaminathan  Jessica Gedamu  Thea Sherer 《Learned Publishing》2023,36(1):81-84

• Diversity, equity and inclusion (DEI) is at the core of Springer Nature's mission. Prioritizing DEI helps us become the business we aim to be: one that enables millions of people to access, trust and make sense of the latest insights, to improve and enrich both our lives and the planet.
• We are committed to championing DEI across our content, communities and organization—and also across the whole set of businesses that make up Springer Nature Group—education, health, professional and research.
• Working across our business to harness the varied reach, business capabilities and resources of all our colleagues has been important in this journey, but so too is accountability and the collective efforts of pan-publisher initiatives.
• From editorial guidance to internal mentoring programmes and sustainable development curriculum programmes, our DEI work has been varied and successful, but we have learnt lessons along the way—and still have a way to go. This piece looks at what we have done so far, and our priorities for progress moving forward.

  相似文献   

Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value,Rounding, and Expanded Notation     

Jessica H. Milton  Margaret M. Flores  Vanessa M. Hinton  Caroline Dunn  Craig B. Darch 《Learning disabilities research & practice》2023,38(1):15-25

This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students’ place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation.  相似文献   

Contextualizing privacy with wearable data in higher education     

Mariah Hagadone-Bedir  Rick Voithofer  Jessica T. Kulp 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1619-1635

This conceptual study uses dynamic systems theory (DST) and phenomenology as lenses to examine data privacy implications surrounding wearable devices that incorporate stakeholder, contextual and technical factors. Wearable devices can impact people's behaviour and sense of self, and DST and phenomenology provide complementary approaches for emphasizing the subjective experiences of individuals that occur with the use of wearable data. Privacy is approached through phenomenology as an individual's lived bodily experience and DST emphasizes the self-regulation and feedback loops of individuals and their uses of wearable data. The data collection, analysis and communication of wearable data to support learning systems alongside privacy implications for each are examined. The IoT, cloud computing, metadata and algorithms are discussed as they relate to wearable data, pointing out privacy risks and strategies to minimize harm.

Practitioner notes

What is already known about this topic

• Data privacy is a complex topic and is approached through different perspectives, influencing the degree of an individual's data autonomy.
• Wearable technology is increasing in the consumer market and offers great potential to learning environments.

What this paper adds

• Extends extant literature on dynamic systems theory and phenomenology, contributing these perspectives to educational research in the context of student data privacy and wearable technologies.
• Provides a framework to understand the complex and contingent ways that privacy can be understood in the collection, analysis, and communication of wearable data to support learning.

Implications for practice and/or policy

• Higher education faculty and educational policymakers should consider various interactions in systems and among systems of how wearable data collection may be analysed, communicated and stored, potentially exposing students to privacy harms.
• Multiple actors in learning systems must engage in continuous and evolving feedback loops around data security, consent, ownership and control to determine who has access to student data, how it is used and for what purposes.
• The EU's General Data Protection and Regulation offers one of the most comprehensive frameworks for higher education institutions and faculty around the world to follow for protecting student data privacy.

  相似文献   

Kant’s two worlds     

Williams  Jessica 《Metascience》2022,31(1):33-36

  相似文献   

Learning from Unexpected Core Competency Results: A Journey toward Equitable Assessment at the University of the Pacific     

Jessica Stoltzfus Grady  Cyd Jenefsky  Leslie Bayers  Nicholas J. McConnell 《Assessment Update》2023,35(5):1-16

  相似文献   

Supervision experiences of trans/gender expansive counselors-in-training: An interpretative phenomenological analysis     

Megan Degenstein  Jodi Tangen  Jessica Danielson 《Counselor Education & Supervision》2023,62(4):410-422

Clinical supervisors should be culturally competent working with transgender or gender expansive (TGE) counselors-in-training; however, minimal research exists regarding TGE counselors’ experiences in supervision. This interpretative phenomenological analysis study explored the supervision experiences of five TGE counselors-in-training. Findings revealed four super-ordinate themes and two sub-themes, and implications are discussed.  相似文献