共查询到20条相似文献，搜索用时 15 毫秒
1.
Marisha L. Humphries 《Early education and development》2013,24(2):212-232
Research Findings: This study examined 56 young (prekindergarten through 2nd grade) urban-dwelling African American children's understanding of the affective attributions and consequences of 3 types of sociomoral rule systems: prosocial, active, and inhibitive morality. It also tested the relationship of affective attributions and consequences to children's behavior. As expected, children's affective responses differed by sociomoral rule system and character role type, supporting the notion of a “happy victimizer” and a subtle attributional shift. Children provided affective attributions that attempted to resolve the dilemmas presented in the different sociomoral vignettes regardless of the affect associated with the vignette. The relationship of children's affective attributions and consequences to their behavior in school was partially supported. Children's affective attributions were significantly associated with their prosocial behavior. However, contrary to predictions, no other significant associations emerged between children's affective attributions and negative behavior or between children's affective consequences and behavior. Practice or Policy: Those working with young African American children should consider the reasoning behind children's emotional and behavioral reactions and not just focus on the correct or appropriate response to understand and promote children's positive development. There are implications for supporting African American children's competence development at school through a behavior promotion approach. 相似文献
2.
Although it has been shown that toddlers express distress when personal or physical events violate their expectations, there has been little detailed examination of their emotional reactions to such events. In this study, 45 2-year-olds were observed during 2 mishaps: a doll breaking and juice spilling. Their emotional reactions and their attempts to fix the mishap were coded. 2 components to their reactions to mishaps were found: one of tension and frustration, and another of concerned reparation. Mishaps elicited more negative emotions in toddlers than free play, and most toddlers attempted to correct the mishap. Children's styles of emotional response to mishaps may be related to maternal mental health. Symptoms of depression and anxiety in mothers were related to a suppression of tension and frustration in their offspring. Maternal acting out symptoms were not related to toddlers' reactions to mishaps. The findings are discussed in terms of the role of emotion in the formation of individual differences in sociomoral functioning and factors contributing to early differences. 相似文献
3.
The development of personalized inferences: understanding other people's emotional reactions in light of their prior experiences 总被引：1，自引：0，他引：1
We examined children's ability to take another person's prior experiences into account when making inferences about that person's current emotional reactions. Kindergartners, second graders, fifth graders, and college students were told stories in which the first event might reasonably change the protagonist's appraisal of the second event. Subjects were asked to predict and explain the protagonist's appraisal of the second event. There was a gradual age-related increase in the ability to interpret an event from another person's perspective in light of that person's prior experiences. Various alternative explanations for this developmental trend are considered. These are evaluated using data from subjects who received prompts or who heard partial stories (containing only the first event or only the second event). 相似文献
4.
《International Journal of Educational Research》2001,35(7-8):675-698
Students’ conceptions of persuasion have rarely been considered in the existing persuasion literature. In addition, most studies of persuasion have employed contrived reading materials, rather than naturally occurring texts (e.g., unmodified newspapers or magazine articles). As such, the purpose of this study was to provide competent, undergraduate readers an opportunity to externalize their perceptions of persuasiveness, and to compare these student-determined conceptions of persuasion to those espoused by text-based persuasion and conceptual change experts. In addition, the conceptions of students and experts were compared with those advocated in the literature. The findings suggest substantive overlap between students’ and experts’ conceptions of persuasion. Specifically, participants’ responses revealed that the type and form of supporting evidence as well as the affective nature of the text play important roles in persuasion. These findings are somewhat different than those found in the existing literature. Implications for research and practice are offered. 相似文献
5.
This study explored the effects of prior achievement and group outcome on college students′ attributions and affective reactions to cooperative tasks. Following a group assignment, students responded to a questionnaire measuring their attributions for self, attributions for their group partners, and several affective variables. Results indicated that students′ prior achievement strongly influences their attributions for their partners while group outcome influences self-attributions. Both prior achievement and group outcome influence affective reactions to the assignment. Specifically, high-achieving students may suffer negative motivational consequences in cooperative learning tasks. 相似文献
6.
Kim Namhee Baek Pyounggu 《International Journal for Educational and Vocational Guidance》2020,20(3):613-634
We investigated South Korean workers’ reflections on career chance events in terms of types of chance occurrences and factors that influence how these are reacted to. A critical incident technique was used to collect data from 85 participants using an open-ended questionnaire. Various types of events that happened unexpectedly were identified through a two-dimensional framework: whether an event was relationship based or experienced based, and whether it occurred in personal areas or work areas. Influencing factors that affected the participants’ reactions were also categorized using a two-dimensional framework: internal or external, and facilitating or discouraging dimensions.
相似文献7.
《Early education and development》2013,24(2):169-180
The purpose of the current study was to examine children's reasoning about mixed-domain events containing both conventional and moral Components (i.e., violating a conventional rule and negatively affecting others). The participants were preschoolers, first graders, and third graders (N = 100). Children evaluated (a) the legitimacy of an authority to permit mixed-domain acts to occur, and (b) the acceptability of the mixed-domain events when permitted and prohibited by an authority. In addition, children rated the seriousness of mixed-domain rule violations. Results showed that children with increasing age were able to identify the moral components of the mixed-domain events and combined moral and conventional issues in their reasoning about the events. Preschoolers and first graders were more likely than third graders to view the mixed-domain acts as only conventional. 相似文献
8.
The purpose of the current study was to examine children's reasoning about mixed-domain events containing both conventional and moral Components (i.e., violating a conventional rule and negatively affecting others). The participants were preschoolers, first graders, and third graders (N = 100). Children evaluated (a) the legitimacy of an authority to permit mixed-domain acts to occur, and (b) the acceptability of the mixed-domain events when permitted and prohibited by an authority. In addition, children rated the seriousness of mixed-domain rule violations. Results showed that children with increasing age were able to identify the moral components of the mixed-domain events and combined moral and conventional issues in their reasoning about the events. Preschoolers and first graders were more likely than third graders to view the mixed-domain acts as only conventional. 相似文献
9.
Minna Vuorela Lauri Nummenmaa 《European Journal of Psychology of Education - EJPE》2004,19(4):423-436
We examined what events cause emotional reactions when students use a web-based learning environment (WBLE) in their studies,
and how the emotions experienced while using the WBLE, emotion regulation strategies and computer self-efficacy are related
to collaborative activities in the environment. Lability of emotional reactions and their regulation in advance directed and
maintained effective collaborative activities in the web-based learning environment. Further, students experienced a wide
range of emotions while using the WBLE and especially the nature of interaction during the activities was important antecedent
of the affective reactions. This result underlines that although the presence of technology is very obvious in web-based learning
environments, it is not, however, prevailing antecedent of the affective reactions experienced while using such learning environments. 相似文献
10.
Wilma Leslie Garnett 《Journal of Experimental Education》2013,81(1):29-34
The purpose of this experiment was to determine the differential emotional reactions of students to positive, neutral, and negative affect in nonverbal teacher behavior. Responses were studied across two grade levels and across race. A stratified random sample of 120 students was selected and randomly assigned to experimental conditions. Emotional reactions were measured by a semantic differential. Analysis of variance and Tukey post hoc tests showed that black second graders evaluated the neutral teacher most positively, while white second graders and sixth graders of both races tended to evaluate the positive teacher most positively. 相似文献
11.
The purpose of this study is to examine whether a new construct “Assumed-Competence based on undervaluing others (AC)” could
be a determinant of anger and sadness for contemporary Japanese adolescents. A set of questionnaires was administered to 584
high school students, who rated ACS-2 (Assumed-Competence Scale, second version), Rosenberg’s self-esteem scale, in relation
to their perceived emotional reactions toward certain negative personal and social events, and other scales. The results indicated
that the students who got angry at personal events were likely to have high AC. However, those who felt neither anger nor
sadness in relation to such social events were likely to have high AC. The role of AC in emotional reactions and suggestions
for future research was also discussed. 相似文献
12.
《Early education and development》2013,24(4):300-307
The purpose of this research was to investigate longitudinally preschool children's conceptions of badness. Forty children from the Block and Block study of personality and cognitive development were interviewed at ages 3, 4, and 5 years. When asked to generate things children do that are "bad," preschoolers predominately generated events entailing negative consequences to others, that is, moral transgressions. They also mentioned events pertaining to conventional violations, emotional expressions, prudential situations, and punishments, but these were comparatively rare. The moral transgressions generated involved physical harm, property violations, and inter- personal trust violations. Physical harm was referred to significantly more often than the latter two moral categories. These findings were stable across the preschool years. 相似文献
13.
The purpose of this research was to investigate longitudinally preschool children's conceptions of badness. Forty children from the Block and Block study of personality and cognitive development were interviewed at ages 3, 4, and 5 years. When asked to generate things children do that are “bad”, preschoolers predominately generated events entailing negative consequences to others, that is, moral transgressions. They also mentioned events pertaining to conventional violations, emotional expressions, prudential situations, and punishments, but these were comparatively rare. The moral transgressions generated involved physical harm, property violations, and inter- personal trust violations. Physical harm was referred to significantly more often than the latter two moral categories. These findings were stable across the preschool years. 相似文献
14.
Victimizers and Their Victims: Children''s Conceptions of the Mixed Emotional Consequences of Moral Transgressions 总被引：3，自引：0，他引：3
4-8-year-old children's conceptions of the emotional consequences of moral transgressions were assessed in 2 experiments. In Experiment 1, most children expected victimizers to feel positive emotions and victims to feel negative emotions, but 8-year-olds who assessed victims first subsequently attributed less positive emotions to victimizers. Despite efforts to manipulate the salience of victims' losses in Experiment 2, children had similar expectations about the emotional consequences of transgressions. However, a developmental shift emerged: 4-year-olds attributed extremely positive emotions to victimizers due to the material gains produced by victimization, whereas 8-year-olds attributed less positive emotions to victimizers, in part due to the unfairness and harm produced by victimization. Probe questions revealed that older children also attributed additional negative-valence emotions to victimizers, suggesting that victimizers are expected to feel conflicting rather than exclusively positive emotions. Discussion focused on potential cognitive constraints in children's conceptions of moral emotions. 相似文献
15.
OBJECTIVE: Our studies compared individuals at high- and low-risk for child physical abuse on measures of social information processing. METHOD: Two studies were conducted using similar methods. Twenty-eight childless women in Study 1 and 36 mothers in Study 2 read vignettes of parent-child interactions in which the child's level of compliance was difficult to interpret. Participants were asked a series of questions about the child's behavior and their own reactions. RESULTS: Accuracy and bias in identifying compliant behavior were assessed using a signal detection paradigm. In both samples, high- and low-risk participants did not differ in their overall accuracy in identifying children's behaviors. However, they used different evaluation standards such that high-risk participants were biased toward seeing more noncompliance and low-risk participants were biased toward seeing more compliance. High- and low-risk participants also made different types of errors in interpreting children's behavior. Low-risk participants were more likely to misinterpret noncompliant behavior as compliant, and there was a trend for high-risk participants to not perceive compliant behavior when it occurred. There were no differences in reported disciplinary responses in either study and the results for affective reactions were mixed. CONCLUSIONS: Specific differences in social information processing between high- and low-risk individuals replicated across samples, suggesting a reliable association between evaluation standards and risk of child physical abuse. However, the absence of differences in reported discipline and inconsistent findings on affective reactions indicate the need to identify the mechanism through which cognition influences parenting behavior. 相似文献
16.
We used a randomized quasi-experimental design to test the effectiveness of three types of perspective-taking condition in a forgiveness education program. Allport’s Contact Hypothesis was used as a framework for the study design. Eighth graders (n?=?132) in an urban Midwestern city were invited to participate. We evaluated the effectiveness of perspective-taking approaches in promoting forgiveness and reducing prejudice, anger and emotional reactivity. We also explored the effects of forgiveness education across socially and culturally diverse groups. We did not find differences between the perspective-taking conditions; however, all three groups improved on both forgiveness and prejudice. We also found the pattern of outcomes was different for the African American participants than for the European American participants. Implications for research and education are discussed. 相似文献
17.
Richard P. Bagozzi 《Structural equation modeling》2013,20(3):222-252
This study explores the impact of arousal on key relations in attitude theory. Specifically, arousal was hypothesized and found to (a) increase the association between positive cognitions about the consequences of an act and attitudes toward the act and (b) decrease the association between negative cognitions and attitudes, thereby producing positive‐negative asymmetries. No positive‐negative asymmetries were predicted and found, however, for the association between positive or negative affective reactions toward the consequences of the act and attitudes. Finally, arousal was hypothesized and also found to induce a unitization in general affective and cognitive evaluations. High arousal and low arousal were manipulated through the controlled viewing of slides in a fully randomized, two‐group design with measurement error taken into account and electrodermal activity monitored to demonstrate changes in arousal. Subjects were 220 male students who provided judgments, evaluations, and attitudes toward the act of giving blood. Knowledge‐assembly theory and the semantic network theory of memory were used to frame hypotheses that, in turn, are based on a cognitive social learning theory of the self‐regulation of one's emotional states. 相似文献
18.
Suzanne Mackenzie 《International Journal of Inclusive Education》2013,17(10):1067-1082
This article presents an analysis of data collected – by semi-structured interviews and focus groups – from staff working with children with special educational needs (SEN) in England. The analysis highlighted the role of strong emotions, and how participants (unsurprisingly) experienced these differently, largely according to their position in their careers. Teachers’ emotion work and emotional labour in their day-to-day roles were common and powerful themes within the respondents’ experiences. The article identifies the significance of the study for the particular emotional qualities needed to work with children with SEN. The impact of daily demands upon staff is demonstrated, and the article goes on to reflect on the limitations of research on emotions in education. It concludes by examining the emotional characteristics that appear to be essential for a career in SEN and notes the powerful affective demands on those who work in this area. 相似文献
19.
The present study examined whether younger observers (kindergartners, second graders, and fourth graders) could extract relative weight information from collisions and also lifting events, and if they could judge whether collisions were natural (i.e., momentum conserving) or anomalous (non-momentum conserving). 20 children at each age and 20 adults viewed videotapes of 8 collisions (4 natural, 4 anomalous) and 6 sequences of lifting events. Observers also viewed sequences of static images taken from these events. Observers at all grade levels were able to reliably judge relative weight in both collisions and lifting events, and could differentiate between natural and anomalous collisions. Performance was much poorer when static sequences of the events were viewed, especially for the young children. A consistent age trend was noted across tasks: adults performed better than second and fourth graders who, in turn, performed better than kindergartners. In addition, there was evidence that younger children were differentially aided when the kinematics of the event made the kinetics more pronounced. 相似文献
20.
Yu-Cin Jian 《Reading and writing》2017,30(7):1447-1472
This study investigated the cognitive processes and reader characteristics of sixth graders who had good and poor performance when reading scientific text with diagrams. We first measured the reading ability and reading self-efficacy of sixth-grade participants, and then recorded their eye movements while they were reading an illustrated scientific text and scored their answers to content-related questions. Finally, the participants evaluated the difficulty of the article, the attractiveness of the content and diagram, and their learning performance. The participants were then classified into groups based on how many correct responses they gave to questions related to reading. The results showed that readers with good performance had better character recognition ability and reading self-efficacy, were more attracted to the diagrams, and had higher self-evaluated learning levels than the readers with poor performance did. Eye-movement data indicated that readers with good performance spent significantly more reading time on the whole article, the text section, and the diagram section than the readers with poor performance did. Interestingly, readers with good performance had significantly longer mean fixation duration on the diagrams than readers with poor performance did; further, readers with good performance made more saccades between the text and the diagrams. Additionally, sequential analysis of eye movements showed that readers with good performance preferred to observe the diagram rather than the text after reading the title, but this tendency was not present in readers with poor performance. In sum, using eye-tracking technology and several reading tests and questionnaires, we found that various cognitive aspects (reading strategy, diagram utilization) and affective aspects (reading self-efficacy, article likeness, diagram attraction, and self-evaluation of learning) affected sixth graders’ reading performance in this study. 相似文献