Parental reactions to children's negative emotions: longitudinal relations to quality of children's social functioning   总被引：7，自引：0，他引：7  

Eisenberg N  Fabes RA  Shepard SA  Guthrie IK  Murphy BC  Reiser M 《Child development》1999,70(2):513-534

Relations between self-reported parental reactions to children's negative emotions (PNRs) and children's socially appropriate/problem behavior and negative emotionality were examined longitudinally. Evidence was consistent with the conclusion that relations between children's externalizing (but not internalizing) emotion and parental punitive reactions to children's negative emotions are bidirectional. Reports of PNRs generally were correlated with low quality of social functioning. In structural models, mother-reported problem behavior at ages 10-12 was at least marginally predicted from mother-reported problem behavior, children's regulation, and parental punitive or distress reactions. Moreover, parental distress and punitive reactions at ages 6-8 predicted reports of children's regulation at ages 8-10, and regulation predicted parental punitive reactions at ages 10-12. Father reports of problem behavior at ages 10-12 were predicted by earlier problem behavior and parental distress or punitive reactions; some of the relations between regulation and parental reactions were similar to those in the models for mother-reported problem behavior. Parental perceptions of their reactions were substantially correlated over 6 years. Some nonsupportive reactions declined in the early to mid-school years, but all increased into late childhood/early adolescence.  相似文献   

Purposes of assessment     

Lorrie Shepard 《Studies in Educational Evaluation》1979,5(1):13-26

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You can lead a horse to water but you cannot make him learn: Smartphone use in higher education          下载免费PDF全文

Chad C. Tossell  Philip Kortum  Clayton Shepard  Ahmad Rahmati  Lin Zhong 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):713-724

Smartphone technology is penetrating world markets and becoming ubiquitous in most college settings. This study takes a naturalistic approach to explore the use of these devices to support student learning. Students that had never used a smartphone were recruited to participate and reported on their expectations of the value of smartphones to achieve their educational goals. Instrumented iPhones that logged device usage were then distributed to these students to use freely over the course of 1 year. After the study, students again reported on the actual value of their smartphones to support their educational goals. We found that students' reports changed substantially before and after the study; specifically, the utility of the smartphone to help with education was perceived as favorable prior to use, and then, by the end of the study, they viewed their phones as detrimental to their educational goals. Although students used their mobile device for informal learning and access to school resources according to the logged data, they perceived their iPhones as a distraction and a competitor to requisite learning for classroom performance.  相似文献   

    

John Shepard 《Academic Questions》2002,15(4):7

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Trilling’s fatigue     

John Shepard 《Academic Questions》2002,15(4):7-7

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Reporting the results of statewide assessment     

Lorrie Shepard 《Studies in Educational Evaluation》1980,6(2):119-125

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Recruitment of Minorities into Natural Resources Educational Programs     

Clinton L. Shepard  Mary Lynne Bowman 《Equity & Excellence in Education》2013,46(4-6):122-124

A look at programs aimed at making affirmative action work, at promoting some other form of equity, or at achieving equity and excellence.  相似文献   

论康德的道德自由与德性论   总被引：1，自引：0，他引：1  

萨·巴特尔 《内蒙古师范大学学报(哲学社会科学版)》2008,37(1):37-41

理性与自由是康德伦理学的重要概念,如若把康德的“理性”概念分为理论理性和实践理性,那么他的“自由”概念同样也可分为理性的自由和道德的自由。理论理性和理性的自由是属于思辨哲学研究的范畴,实践理性和道德的自由是属于伦理学研究的范畴。在康德看来,道德自由是人的道德活动之原因,德性是人的道德活动之结果。因此,在康德伦理学中道德自由与德性之间有着内在的逻辑联系,不仅如此,这种道德自由与德性之内在的逻辑联系恰恰体现着康德理性主义伦理思想的精神内涵。  相似文献   

The Centrality of Test Use and Consequences for Test Validity   总被引：3，自引：0，他引：3  

Lorrie A. Shepard 《Educational Measurement》1997,16(2):5-24

What are the origins of consequential validity? What is the role of intended test use in validation? Is the study of unintended effects part of validation? What practical problems does this pose?  相似文献   

Positive and negative successive contrast effects following multiple shifts in reward magnitude under high drive and immediate reinforcement     

Frederick R. Maxwell  Richard S. Calef  D. W. Murray  J. C. Shepard  R. A. Norville 《Learning & behavior》1976,4(4):480-484

Multiple shifts in reward amount were given to rats in a straight runway. Both positive and negative contrast effects were observed. A positive contrast effect was observed, however, only if the shift from small to large reward occurred while the subject was evidencing a negative contrast effect. Implications for current conceptions of reinforcement contrast are discussed.  相似文献