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Across the life span, friendship is an important component of people’s support networks. This article explores the developmental roots of adult friendship intimacy and satisfaction, taking into consideration the early interplay between sociomoral sensitivity in friendship, insecurity in peer contexts, and peer rejection. Data (N = 176) came from the longitudinal study “Individual Development and Social Structure.” Respondents were surveyed repeatedly from age 7 to 37 years. Autoregressive cross-lagged panel models show that sociomoral sensitivity in friendship protects adolescents from peer rejection and is reciprocally associated with insecurity. Childhood and adolescent sociomoral sensitivity antecede early adult friendship intimacy, which, in turn, antecedes friendship satisfaction in mid-adulthood. The findings indicate a sequence of pathways from sociomoral sensitivity developed early in life to friendship quality in adulthood. 相似文献
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Laura Bechtiger Annekatrin Steinhoff Jessica M. Dollar Simone E. Halliday Susan P. Keane Susan D. Calkins Lilly Shanahan 《Child development》2022,93(2):388-404
The pathways through which exposure to maternal depressive symptoms in early childhood are linked to academic performance during adolescence are poorly understood. This study tested pathways from maternal depressive symptoms (age 2–5) to adolescent academic performance (age 15) through cumulative parenting risk (age 7) and subsequent child functioning (age 10), using multi-informant data from a prospective longitudinal community study spanning 13 years (N = 389, 47% male, 68% White). Structural equation models testing indirect effects revealed small associations between maternal depressive symptoms and increased cumulative parenting risk and poorer child functioning, and, via these pathways, with poorer academic performance. Thus, childhood exposure to maternal depressive symptoms may be associated with pathways of risk that could limit children's educational opportunities. 相似文献
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A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text 总被引：10，自引：0，他引：10
Richard E. Mayer Kathryn Steinhoff Gregory Bower Rebecca Mars 《Educational technology research and development : ETR & D》1995,43(1):31-41
In three experiments, college students read a text explaining how lightning works and then took problem-solving transfer tests.
Some students (integrated group) also viewed illustrations depicting the major stages in the formation of lightning that (a)
were placed adjacent to corresponding text paragraphs and (b) contained annotations repeating the verbal cause-and-effect
information from the text. Other students (separated group) viewed the same illustrations (a) on a separate page and (b) without
annotations, after they had finished reading the text. The integrated group generated approximately 50% more creative solutions
on transfer problems than the separated group, and this pattern was stronger for students who lacked experience in meteorology
than for high-experience students. The positive effects of integrated illustrations depended on incorporating annotations
(i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs. Results
were interpreted in light of a generative theory of multimedia learning which posits that meaningful learning requires constructing
connections between visual and verbal representations of a system. 相似文献
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W. R. Steinhoff 《College Teaching》2013,61(2):91-94
The circulation librarian of Rider College, New Jersey, tells us how a new junior college or community college, denied the term of years that would be required to have the library really ready for the opening day of the institution, may use the current wealth of paperback books and the “Paperbound Books in Print” as a means of quick assembly of a serviceable library. Paperbacks may also help established libraries in meeting present and future book needs. (Picture of Mr. Hartz on page 78.) 相似文献
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