Developmental Pathways to Preference and Popularity in Middle Childhood          下载免费PDF全文

Yvonne H. M. van den Berg  Marike H. F. Deutz  Sanny Smeekens  Antonius H. N. Cillessen 《Child development》2017,88(5):1629-1641

This study examined the associations between children's early life experiences with parents, ego resiliency and ego undercontrol, and peer group social status in a longitudinal, multimethod study from infancy to middle childhood. Participants were 129 children (52% boys) who were followed from 15 months of age to 9 years and their primary caregivers from the Nijmegen Longitudinal Study on Infant and Child Development. The measurements included observations of parent–child interaction, teacher ratings of ego resiliency and ego undercontrol, and peer‐reported social status. Quality of parental interactive behavior was associated with ego resiliency and ego undercontrol. Ego resiliency and ego undercontrol were uniquely related to preference and popularity. The findings provide insight into the developmental pathways leading to the two distinct types of social status.  相似文献   

Behavior,perceptions and learning experience of undergraduates using social technologies during internship     

Chu  Samuel K. W.  Ravana  Sri Devi  Mok  Sanny S. W.  Chan  Randolph C. H. 《Educational technology research and development : ETR & D》2019,67(4):881-906

Social technologies such as social networking sites, Wikis and blogs have gained popularity not only in social communication but also in other areas, such as in enhancing learning experience among students in tertiary education. This study investigated how blogs and Facebook scaffolded students’ learning during their internships in tertiary education. A mix-method approach was employed to examine students’ perceptions of blogs and Facebook in improving their internship learning experience. The results showed that blogs and Facebook encouraged students and facilitated their engagement in problem solving, information sharing and knowledge construction during their internships. In particular, Facebook showed more promising results, assisting students in reflecting on their experiences. Moreover, students acknowledged that Facebook was a better platform for online interaction and collaborative learning than blogs. This study provides empirical evidence for the use of social media tools in pedagogical scaffolding and collaborative learning during internships.

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UPCC: A model of plagiarism-free inquiry project-based learning     

Samuel Kai Wah Chu  Xuanxi Li  Sanny Mok 《Library & information science research》2021,43(1):101073

Plagiarism is a common problem among students, and if unaddressed, it may lead to severe consequences for students' academic integrity and education, and even for their career advancement. It is therefore essential to incorporate comprehensive anti-plagiarism intervention at an early stage of education. This study introduces UPCC (Understanding, Paraphrasing, Citations, and Checks), a pedagogical model of plagiarism-free project-based learning (PjBL), to provide a basis for plagiarism prevention for secondary school students aged 11–13. The UPCC model incorporates (U)nderstanding plagiarism, learning about (P)araphrasing and related skills, generating proper (C)itations with an online citation tool and conducting originality (C)hecks with an online tool. Evaluation of the model shows that this pedagogy effectively enables students to avoid plagiarism in behavioural, cognitive and affective aspects. The positive and negative factors affecting plagiarism are also outlined. This study may provide practical guidance for secondary teachers to implement the UPCC model in their teaching of avoiding plagiarism; it may also contribute to future research committed to students' changes in behaviour, cognition and emotion.  相似文献