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Youssef Tazouti Amélie Malarde Aurélie Michea 《European Journal of Psychology of Education - EJPE》2010,25(1):19-35
The present study examines the relationships between parental beliefs relating to development and education, parenting practices,
and the intellectual and academic performances of children. Data were collected for 128 families with a child in the second
or third year of primary school. Investigations of the factors affecting the children’s performances were carried out using
two models that combined the different study variables. Compliance between the data and the theoretical models was tested
by path analysis, using LISREL software. The results show a good fit between the data and the models and partly confirm the
hypothesis that family educational practices are intermediary variables between parenting beliefs and a child’s intellectual
and academic performances. 相似文献
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ELDAKAR Youssef EL-GAZZAR Khalid ADLY Noha NAGI Magdy 《浙江大学学报(A卷英文版)》2005,6(11):1327-1340
INTRODUCTION The Bibliotheca Alexandrina (BA) has develop- ed a workflow for turning printed books into digital books. The process starts with selection of books to be digitized, which is done mainly by BA’s Library Service Department. Books metadata is entered into the Digital Lab database. Metadata entry is followed by three core phases: scanning phase, in which the digital copy is generated; processing phase, in which image enhancement is performed; and OCR phase, in which text i… 相似文献
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André Flieller Annette Jarlégan Youssef Tazouti 《The Journal of educational research》2016,109(3):311-324
To what extent can teacher–student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions. 相似文献
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Youssef Yacoubi 《Culture, Theory & Critique》2013,54(2):115-129
Abstract The representation of Rushdie’s The Satanic Verses by confessional postcolonial critics is based on a reading that asserts one truth over the rest. I focus in particular on commentaries by two influential postcolonial confessional Muslim reviewers in Britain: Ahmed Akbar and Ziauddin Sardar. Their readings are critically assessed by simultaneously exploring the views of secular postcolonial critics and Muslim modernists who read Islam outside the conceptual framework of orthodoxy, especially Mohammad Arkoun and Abdefatah Kilito. I examine the way in which confessional postcolonial critics have appropriated religious rationalism along with postcolonial vocabulary. In my last section I discuss the ethical limitations of the confessional critics’ readings of The Satanic Verses. In the light of Bataille’s theory of the relation between sacrifice and divine justice as well as Derrida’s reflections on religion, I suggest that the dismissal of Rushdie’s fiction by such eminent commentators is localisable not only in the perception of metaphysics as origin, but also in a strategic reconstruction of an unthematisable sphere of al‐Fitra; that is, the scholar’s actual or imagined birth‐in‐Islam: his experience of circumcision and absolute dependence on faith. 相似文献
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Jeffrey J. Froh E. Scott Huebner Al‐Jameela Youssef Vincent Conte 《Psychology in the schools》2011,48(2):110-123
This study is a content analysis of a random selection of 20% (N = 1,168) of articles from School Psychology Quarterly, Psychology in the Schools, the Journal of School Psychology, and School Psychology Review. Across the four journals, 27% of the articles had a positive focus, and the percentage of articles focused on the positive has been between 25% and 33% for the past 50 years. Of the 76 positive constructs/processes we coded for, 51% were not discussed/operationalized. Furthermore, topics that have received much recent research attention with adults and much attention in the media were rarely studied, if at all. For example, happiness was the topic of four articles, optimism was the topic of three, and purpose/meaning was the topic of none. Although studying pathology is important, we urge school psychologists to devote more attention to making contributions to a science and practice that give equal attention to positive well‐being. © 2010 Wiley Periodicals, Inc. 相似文献
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Primrose Letcher Christopher J. Greenwood Helena McAnally Jay Belsky Jacqui A. Macdonald Elizabeth A. Spry Kimberly C. Thomson Meredith O'Connor Judith Sligo George Youssef Jennifer E. McIntosh Ella Iosua Delyse Hutchinson Joyce Cleary Ann V. Sanson George C. Patton Robert J. Hancox Craig A. Olsson 《Child development》2023,94(1):60-73
This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian-born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (βrange = .11–.16) and fewer behavior problems (βrange = −.09 to −.11). Promoting strengths may secure a healthy start to life. 相似文献
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Keriann Little Craig A. Olsson Sarah Whittle Jacqui A. Macdonald Lisa B. Sheeber George J. Youssef Julian G. Simmons Ann V. Sanson Debra L. Foley Nicholas B. Allen 《Child development》2019,90(4):1061-1079
In threatening environments, the short (S) allele of 5-HTTLPR is proposed to augment risk for depression. However, it is unknown whether 5-HTTLPR variation increases risk for depression in environments of deprivation, lacking positive or nurturant features. Two independent longitudinal studies (n = 681 and 176, respectively) examined whether 5-HTTLPR moderated associations between low levels of positive parenting at 11–13 years and subsequent depression at 17–19 years. In both studies only LL homozygous adolescents were at greater risk for depression with decreasing levels of positive parenting. Thus, while the S allele has previously been identified as a susceptible genotype, these findings suggest that the L allele may also confer sensitivity to depression in the face of specific environmental challenges. 相似文献
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Youssef Tazouti Caroline Viriot-Goeldel Cornélie Matter Anémone Geiger-Jaillet Rita Carol Dominique Deviterne 《European Journal of Psychology of Education - EJPE》2011,26(2):199-213
The present article investigates the effects of individual and contextual variables on children’s early learning in French
nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery
schools) and Germany (253 children from German kindergartens) measured skills that facilitate the learning of reading, writing
and arithmetic at primary school. We also evaluated educational family practices and parents’ expectations of their children’s
pre-school education. In order to take into account the hierarchical structure of our data, multilevel models were used in
the analysis, which was carried out using MLwiN software version 2.02 (Rasbash et al. 2005). Although French nursery schools emphasise academic learning, we did not find any significant differences in overall performances
between the French and German samples. However, significant differences were obtained for some subscale results. In addition,
our results indicate that individual and contextual variables have an impact on the differences observed between children
from the two countries. 相似文献