Patterns of Early‐Life Social and Environmental Exposures and Child Cognitive Development,Rhea Birth Cohort,Crete, Greece          下载免费PDF全文

Mariza Kampouri  Andriani Kyriklaki  Theano Roumeliotaki  Katerina Koutra  Despoina Anousaki  Katerina Sarri  Maria Vassilaki  Manolis Kogevinas  Leda Chatzi 《Child development》2018,89(4):1063-1073

Early‐life exposures are critical for later child cognitive development. McCarthy Scales of Children's Abilities (MSCA) were used to assess cognitive development of 700 preschoolers (M_age = 4.2 years), derived from the “Rhea” birth cohort, in Greece. Principal component analysis (PCA) was applied on prospectively collected exposure data. Six components were extracted; five of them were associated with child cognition. Higher parental social status, preschool attendance and less TV watching, nonsmoking during pregnancy and breastfeeding, and parental involvement in child life were protective factors of child cognition at 4 years. Increased child birth order was negatively associated with child cognition. Offspring's size at birth was not associated with any cognitive outcome. These findings reveal the importance of early‐life exposures to child cognitive development.  相似文献   

Self-regulatory teaching in mathematics: relations to teachers' motivation,affect and professional commitment     

Mariza Chatzistamatiou  Irini Dermitzaki  Vasilios Bagiatis 《European Journal of Psychology of Education - EJPE》2014,29(2):295-310

The purpose of this study was to examine the relationships between teachers' reports on self-regulatory strategy use in mathematics instruction and individual motivational and affective factors. Two hundred and ninety-two Greek primary school teachers responded to two questionnaires assessing (a) the strategies they use themselves to plan, monitor and evaluate mathematics instruction and (b) the strategies they use to activate and enhance students' self-regulated learning in mathematics. Path analysis showed that teachers' self-regulation strategies both for their own teaching and for enhancing students' self-regulation in mathematics were predicted by their self-efficacy beliefs in teaching mathematics, the value they attribute to mathematics and their emotional commitment to their profession. Teachers' enjoyment of mathematics teaching did not directly predict their reported use of self-regulatory instructional strategies. The implications of the study are related to the development of teachers' training programmes in self-regulated instruction.  相似文献   

Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics     

Mariza Chatzistamatiou  Irini Dermitzaki  Anastasia Efklides  Angeliki Leondari 《教育心理学》2015,35(7):835-850

The aim of the study was to investigate the relationships between elementary students’ reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students’ mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students’ self-regulated learning skills.  相似文献   

Towards “meta-innovation” in Brazil: The evolution of the incubator and the emergence of a triple helix     

Henry Etzkowitz  Mariza Almeida 《Research Policy》2005,34(4):411-424

A “meta-innovation system” has emerged in Brazil, comprising multiple sources of initiative: top-down, bottom-up and lateral. Meta-innovation explains why the same organizational mechanism, successful in one context, may be relatively ineffective or even a blockage to innovation in another. An incubator movement arose in the transition from the large-scale technology projects of the former military regime. The incubator was reconfigured from its original high-tech focus to a broader set of purposes by University-industry-government actors. Business and social goals were aligned in a development model that has potential for transfer to other countries.  相似文献