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排序方式: 共有110条查询结果,搜索用时 281 毫秒
11.
Jeffrey Liew Audrea Y. Johnson Tracy R. Smith Felix Thoemmes 《Early education and development》2013,24(4):549-573
Research Findings: Parental expressivity, child physiological regulation (indexed by respiratory sinus arrhythmia suppression), child behavioral regulation, and child adjustment outcomes were examined in 45 children (M age = 4.32 years, SD = 1.30) and their parents. With the exception of child adjustment (i.e., internalizing and externalizing problems and adaptive skills), which were assessed with parents' ratings, all variables were observed behaviorally or physiologically. A 3-path mediation path model was tested with the relations between parental expressivity and child adjustment outcomes mediated through child physiological regulation and behavioral regulation. Despite low power to detect the mediated effect, there was evidence to suggest that physiological regulation and behavioral regulation were 2 mediating mechanisms by which parental high positive/low negative expressivity may influence adaptive skills. Thus, parental expressivity may shape children's physiological regulation. And physiological regulation may be 1 mechanism by which effortful control becomes manifested as behavioral regulation that becomes apparent to others who then make evaluations about individuals' adaptive skills. Practice or Policy: The results have implications for interventions aimed at parent training or parental coaching of emotion as well as interventions aimed at enhancing children's social-emotional or behavioral regulation to improve children's adaptive skills. 相似文献
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Adriana Bernardi Francesca Becherini Marco Verità Patrick Ausset Maura Bellio Ulrike Brinkmann Helene Cachier Anne Chabas Felix Deutsch Marie-Pierre Etcheverry Franco Geotti Bianchini Ricardo H.M. Godoi Velichka Kontozova-Deutsch Roger Lefèvre Tiziana Lombardo Peter Mottner Chiara Nicola Isabelle Pallot-Frossard René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536
The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation. 相似文献
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The primary aim of this study, funded by the Department for Education and Skills, was to identify the nature and influence of school‐based factors in the choices of young people about their post‐16 education, training and career pathways. The study also contributes to the wider understanding of ‘choice’, and identifies implications for the development of careers education and guidance and decision‐making awareness amongst pupils and students in schools. It also further enhances the modelling of pupil decision making in education and training markets, and in labour markets. The research is based on a series of qualitative interviews in 24 schools across nine local education authorities. Focus groups were undertaken with young people in years 10, 11 and 12. Interviews were also conducted with head teachers, heads of year and heads of careers. A postal survey of parents was also undertaken. Four key school‐based factors were found to have a very strong influence in the choices and decisions of young people about their post‐16 education, training and career pathways. These were: whether the school had a sixth form or not; the characteristics of school leadership, ethos and values; the socio‐economic status (SES) of the schools' catchment; and the organisation and delivery of careers education and guidance at the school level. In the main, high SES schools see themselves as developing pupils for academic university careers, while low SES schools maintain a rather stronger commitment to vocational pathways. The academic ethos of schools offers a very powerful influence on post‐16 choices and decisions of pupils. The usual interventions put in place to influence choices and decisions appear to have greater impact in schools with a less robust academic vision. 相似文献
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Barreto Lucas Passos Rodrigues Adriana Araújo Dutra de Oliveira Giordanna Camilla Bié de Almeida Laila Thayanne Gomes Felix Matheus Augusto Campelo Silva Penha de Souza Quadros Ana Luiza Macedo Andrea Mara Mortimer Eduardo Fleury 《Research in Science Education》2021,51(1):135-152
Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well... 相似文献
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Nikola Golenhofen Felix Heindl Claudia Grab-Kroll David A.C. Messerer Tobias M. Böckers Anja Böckers 《Anatomical sciences education》2020,13(1):8-18
Hand-held devices have revolutionized communication and education in the last decade. Consequently, mobile learning (m-learning) has become popular among medical students. Nevertheless, there are relatively few studies assessing students' learning outcomes using m-learning devices. This observational study presents an anatomy m-learning tool (eMed-App), an application developed to accompany an anatomy seminar and support medical students' self-directed learning of the skeletal system. Questionnaire data describe where, how frequently, and why students used the app. Multiple choice examination results were analyzed to evaluate whether usage of the app had an effect on test scores. The eMed-App application was used by 77.5% of the students, mainly accessed by Android smartphones, and at students' homes (62.2%) in order to prepare themselves for seminar sessions (60.8%), or to review learning content (67%). Most commonly, students logged on for less than 15 minutes each time (67.8%). Frequent app users showed better test results on items covering eMed-App learning content. In addition, users also achieved better results on items that were not related to the content of the app and, thus, gained better overall test results and lower failure rates. The top quartile of test performers used the eMed-App more frequently compared to students in lower quartiles. This study demonstrated that many students, especially the high-performing ones, made use of the eMed-App. However, the app itself did not result in better outcomes, suggesting that top students might have been more motivated to use the app than students who were generally weak in anatomy. 相似文献
18.
Erika Felix Eric M. Vernberg Rose L. Pfefferbaum Dodie C. Gill John Schorr Angela Boudreaux Robin H. Gurwitch Sandro Galea Betty Pfefferbaum 《Psychology in the schools》2010,47(6):592-605
Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.‐area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students. Implications for school preparedness are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
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Hanno Dietrich Felix Ehrlenspiel 《Measurement in physical education and exercise science》2013,17(1):51-60
This study sought to determine whether body fat percentage estimates using an inexpensive bioelectrical impedance analysis (BIA) device (Tanita TBF-521, Tanita Corp, of America, Arlington Heights, IL) could be freely substituted for those obtained utilizing skinfolds (method equivalence). Data were analyzed from measurements on 38 children age 6 to 12 years. Random effect intraclass correlation (r = .930; 95% confidence interval [CI] = .87 to .96), fixed effect intraclass correlation (r = .932; 95% CI = .87 to .96), and least-products regression supported the equivalence of the 2 methods. The technical error between the 2 methods (3.7; coefficient of variation = 12.2%) was small and also supported the equivalence of the two methods. The ability of the BIA device to categorize into normal and obese categories when compared to the skinfold technique was also impressive (κ = .95; 95% CI = .73 to .99). However, the results of the limits of agreement analysis showed that the approximate 95% CI for the differences between methods was wide (-9.1 to 11.4). 相似文献