A central theme of acculturative specificity is the heterogeneity of the immigrant experience. This study integrated this application of the Specificity Principle with intergenerational transmission models of self-regulation and identified both common and specific pathways in the self-regulatory development of Chinese American children in immigrant families (N = 169, Mage = 9.2 years). Consistent with intergenerational transmission models, results indicated associations between parents’ and children’s effortful control, with the mediation of these associations via authoritarian parenting. Parental education, family income, and children’s bilingual proficiency were also uniquely associated with children’s executive function and effortful control. Together, findings provide new directions for research with ethnic minority immigrant families, and underscore the utility of within-group approaches in advancing research on ethnic minority children’s development. 相似文献
This study examined indirect associations of MyTeachingPartner coaching with pre-K students’ (N = 1,570; 73% low income) school readiness, via improvements of teachers’ (N = 393; 47% Black; 41% Head Start) classroom interactions. Data were collected across 2008–2009 and 2009–2010 in 10 urban sites across the eastern United States. The number of completed coaching cycles was examined as a predictor of teacher–student interactions, as were direct or indirect associations with students’ literacy, receptive language, and working memory skills. Significant findings indicated that teachers engaged in more feedback cycles showed greater improvements in instructional interactions, in turn predicting greater increases in students’ early literacy and working memory. Results confirm the theory of change for coaching and an ecological-developmental conceptualization of school readiness. 相似文献
Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it... 相似文献
Research in Science Education - Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for... 相似文献
Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N?=?2104) revealed a small overall effect (g+?=?0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+?=?0.38) tended to be more effective than 3D agents (g+?=?0.11). As predicted by the computers are social actors hypothesis, most of the agents’ characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.