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Päivi Fadjukoff Lea Pulkkinen Anna-Liisa Lyyra Katja Kokko 《Parenting, science and practice》2016,16(2):87-107
Objective. This article focuses on identity as a parent in relation to parenting and psychological functioning in middle age. Design. Drawn from the Jyväskylä Longitudinal Study of Personality and Social Development, 162 participants (53% females) with children (age 36), represented the Finnish age-cohort born in 1959. Parental identity was assessed at ages 36, 42, and 50. Results. In both women and men, parental identity achievement increased from age 36 to 42 and remained stable to 50. The level of parental identity achievement was higher in women than in men. Achievement was typical for women and foreclosure for men. Participants’ education, occupational status, and number of offspring were not related to parental identity status. As expected, parental identity achievement was associated with authoritative (indicated by higher nurturance and parental knowledge about the child’s activities) parenting style. No significant associations emerged between parental identity foreclosure and restrictiveness as an indicator of authoritarian parenting style. The diffused men outscored others in parental stress. Achieved parental identity was related to generativity in both genders and to higher psychological and social well-being in men. Conclusions. At present, many parenting programs are targeted to young parents. This study highlighted the importance of a later parenting phase at around age 40, when for many, the children are approaching puberty. Therefore, parenting programs and support should also be designed for middle-aged parents. Specifically men may need additional support for their active consideration and engagement in the fathering role. 相似文献
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Anna-Liisa Närvänen 《Scandinavian Journal of Educational Research》2013,57(5):546-563
The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent–teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are considered as important for both parents and teachers and talked about in terms of trouble or success. Children's skills are often assessed by using chronological age as a parameter. Our analysis suggests that the talk about children's interactional skills may be interpreted in terms of deficiency discourses founded primarily on theories in developmental psychology, and that parents, and particularly the teachers, present themselves as socializing agents with regard to children. 相似文献
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We focus on assessing whether newly qualified teachers’ professional outcome expectations and their beliefs about students’ intellectual potential are associated with teachers’ self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during their first years as full-time teachers. Results attest to a salient association between teachers’ more optimistic views of the malleability of students’ intellectual potential and teachers’ confidence in themselves as positive change agents in student outcomes. Also, teachers’ belief-set in the beginning of their career was shown to be associated with significant differences in the level of using instructional practices promoting mastery goal orientation in the classroom as well as offering students emotional support during the learning process. In the light of the significant belief–behaviour links demonstrated, more explicit attention to the sophistication of teachers’ ability beliefs in teacher education programmes is recommended. 相似文献
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Jyrki Reunamo Liisa Hakala Leila Saros Satu Lehto Anna-Liisa Kyhälä Juha Valtonen 《Early Years: An International Journal of Research and Development》2014,34(1):32-48
The purpose of the study was to investigate the dynamics of physical activity (PA) in day care and preschool. The participants were 823 Finnish 1–7-year-old children from 50 day care centres and preschools. The research methods were systematic observation, evaluation of children’s skills and interviews with children. Altogether 18,366 observations were collected. Vygotsky’s concept of the ‘zone of proximal development’ is redefined in relation to PA. The results of the study show that environmental factors, and specifically peers, do indeed play a significant role in enhancing PA among children. There are cogent reasons for paying more attention to the dynamics of children’s PA. Furthermore, there is reason to ponder extensively how to provide opportunities for PA and, more precisely, the development of motor competence in the day care and preschool context. 相似文献
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Associate (mentor) teachers are essential partners in guiding teacher candidates into the profession; however, little training is offered for this critical role. This study explored, through the lens of self-determination theory, types of support and delivery most useful for successful mentorship during practicum. Online surveys and invited interviews targeted at associate teachers for one teacher preparation program (TPP) were used to gather data, with subsequent ordinal scale data display and theme derivation. Based on 281 survey respondents and 13 interviews, results highlighted specific TPP supports and the need for other partners (i.e., federations, boards) to engage more actively in supporting associate teachers. 相似文献
7.
Niemi P Nurmi JE Lyyra AL Lerkkanen MK Lepola J Poskiparta E Poikkeus AM 《Journal of learning disabilities》2011,44(5):459-471
Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were formed. These were fast, average, and slow reading acquisition and slow progress in both reading and math. Kindergarten spring scores in phonological awareness, letter knowledge, rapid naming, and number skills differentiated well among the groups, the latter two being more robust predictors. Task avoidance added to the prediction over and above cognitive skills. Its effect disappeared when parental history of reading and math difficulties was included in the equation. The present results depict poor response to instruction as a general learning problem rather than a specific reading difficulty. Poor response to instruction differs from dyslexia also in that treatment resisters start school with cognitive prerequisites that do not indicate severe reading and math problems. 相似文献
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Jaak Jürimäe Kristel Võsoberg Anna-Liisa Tamm Katre Maasalu Liina Remmel Vallo Tillmann 《European Journal of Sport Science》2017,17(7):867-873
Various inflammation parameters are increased with childhood obesity, but few comparable data are found in lean growing athletes. This study aims to characterize differences in 12 simultaneously measured inflammatory parameters between pubertal rhythmic gymnasts (RG) and untrained controls (UC), and to examine the relationship between body composition and inflammatory markers. Sixty 10–12-year-old girls were divided into RG (n?=?30) and UC (n?=?30). Fat mass (FM) and fat free mass (FFM) were measured by dual-energy X-ray absorptiometry. Leptin and 12 inflammatory parameters (interleukin [IL]-2, IL-4, IL-6, IL-8, IL-10, vascular endothelial growth factor, interferon-gamma [IFN-γ], tumor necrosis factor-alpha, IL-1α, IL-1β, monocyte chemotactic protein-1 and epidermal growth factor) were measured from fasting blood samples. No differences were seen in 12 inflammatory markers between studied groups. As expected, leptin (RG: 2.4?±?1.1; UC: 7.6?±?4.2?ng?ml?1) and FM (RG: 7.3?±?2.3; UC: 11.8?±?5.1?kg) were lower (p?<?.05) in RG compared to UC. In the whole group of lean pubertal girls, 69.0% of the variability in body FM was determined by leptin, and 11.2% of the variability in body FFM was explained by IFN-γ. In conclusion, measured 12 inflammatory biomarkers were not different between RG and UC, despite lower leptin and FM in RG. In lean pubertal girls, IFN-γ was independently associated with FFM, and leptin with FM. 相似文献
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Piret Soodla Anna-Liisa Jõgi Eve Kikas 《European Journal of Psychology of Education - EJPE》2017,32(2):201-218
The study examined the relationships between teachers’ metacognitive knowledge of reading strategies and their students’ metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N?=?34) and their students (N?=?534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was used to test the hypotheses of relationships between students’ metacognitive knowledge and reading comprehension, while controlling for students’ previous reading comprehension (in eighth grade) as well as the relations between teachers’ metacognitive knowledge of reading strategies and students’ metacognitive knowledge and comprehension. The results showed that students’ metacognitive knowledge of reading strategies related to their reading comprehension, concurring with previous findings. The main finding was that teachers’ metacognitive knowledge of reading strategies significantly related to their students’ metacognitive knowledge, but not to reading comprehension. These results indicate that students’ reading comprehension may be supported by improving their metacognitive knowledge of reading strategies. In addition, the findings highlight the importance of teachers’ metacognitive knowledge in students’ metacognitive knowledge. 相似文献
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In line with the development of new media, newspaper companies are facing drastic changes in their competitive environment. Managing change requires both new capabilities and new ways of thinking. Organizational learning could be seen in terms of increasing shared organizational knowledge through changing social practices, which in turn consist of discourses. In this article we investigate the Internet and social-media-related discourse among newspaper journalists, in order to enhance understanding of how social reality is constituted and made sense of in this environment. We identify four types of discourse: Ivory-tower-creating and Shielding, which seem to impede learning, and Accelerating and Connecting, which encourage adaptation to learning and change within newspaper companies. 相似文献