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A meta-analytic review was conducted to explain divergent findings on the relation between children's aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed. 相似文献
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In 1992, a national quality assessment report covering courses in all the Swedish schools of mechanical engineering was presented. It was the starting point for a revision of the curriculum of mechanical engineering. The report included general ideas for all institutions as well as specific proposals for individual institutions. This article comments on the general ideas and specific proposals presented, and offers an analysis of the consequences. Furthermore, it presents overall considerations regarding quality issues, the philosophy behind the new curriculum and the major changes involved. 相似文献
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Annelies Kepper Ina Koning Wilma Vollebergh Karin Monshouwer 《Learning disabilities research & practice》2014,29(4):139-149
This study investigated the age of onset of substance use among 536 students with mild academic disabilities and 906 students without academic disabilities, and the extent to which emotional, conduct, and hyperactivity problems explain the differences between these two groups. Using discrete‐time survival analysis, the results of this study showed that students with a mild academic disability were not at higher risk for the onset of daily smoking, and were at a significantly lower risk for the onset of weekly alcohol use and cannabis use. Though students with a mild academic disability displayed higher scores on conduct, emotional, and hyperactivity problems compared with their counterparts without an academic disability, this was not reflected in an increased risk for early onset substance use. 相似文献
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