The Orientation to Life Questionnaire: Validation of a Measure to Assess Older Adults’ Sense of Coherence     

Sofia von Humboldt  Isabel Leal 《Educational gerontology》2015,41(6):451-465

Increasingly, the literature suggests that the sense of coherence (SOC) positively influences well-being in later life. This study reports the assessment of the following psychometric properties: distributional properties, construct, criterion and external-related validities, and reliability of the Orientation to Life Questionnaire (OtLQ) in an cross-national population of older adults. We recruited 1291 community-dwelling older adults aged between 75–102 years (M = 83.9; SD = 6.68). Convenience sampling was used to gather questionnaire data. The construct validity was asserted by confirmatory factor analysis and convergent and discriminant validity. Moreover, criterion and external-related validities, as well as distributional properties and reliability, were also tested. Data gathered with the 29-items OtLQ scale showed overall good psychometric properties in terms of distributional properties, construct, criterion, and external-related validities, as well as reliability. Three factors were validated for the OtLQ scale: (a) comprehensibility; (b) manageability; and (c) meaningfulness. We validated the three-factor OtLQ scale, which produced valid and reliable data for a cross-national sample with older adults. Hence, it is an adequate instrument for assessing sense of coherence among older people in health care practice and program development contexts.  相似文献   

Leadership characteristics and training needs of women and men in charge of Spanish universities     

Marita Sánchez-Moreno  Julián López-Yáñez  Mariana Altopiedi 《Gender and education》2015,27(3):255-272

This article discusses the results obtained by two consecutive enquiries into the leadership styles and training needs of women and men leading higher education organisations. It compares the findings of the first stage of two studies, based on ad hoc questionnaires responded to by 136 women and 129 men. Results showed only subtle differences between the leadership styles deployed by the two groups. Both groups viewed organisations as social constructions; they preferred characteristics such as responsibility, ability to get on well with people, motivation capacity, communication and empathy, capacity to tackle difficult situations, and ethical issues. Consistent with this both groups identified similar training needs, which included the acquisition of abilities to deal with interpersonal conflicts and the construction of personal criteria to select the best strategy to face every situation. As no significant differences between male and female leaders were found, it is suggested that research into higher education organisations and their management training needs from a gender perspective should focus on the way both men and women managers tackle problems and situations.  相似文献   

Early life stress and behavior problems in early childhood: Investigating the contributions of child temperament and executive functions to resilience     

Donna A. de Maat  Isabel K. Schuurmans  Joran Jongerling  Stephen A. Metcalf  Nicole Lucassen  Ingmar H. A. Franken  Peter Prinzie  Pauline W. Jansen 《Child development》2022,93(1):e1-e16

This preregistered study examined whether child temperament and executive functions moderated the longitudinal association between early life stress (ELS) and behavior problems. In a Dutch population-based cohort (n = 2803), parents reported on multiple stressors (age 0–6 years), child temperament (age 5), and executive functions (age 4), and teachers rated child internalizing and externalizing problems (age 7). Results showed that greater ELS was related to higher levels of internalizing and externalizing problems, with betas reflecting small effects. Lower surgency buffered the positive association of ELS with externalizing problems, while better shifting capacities weakened the positive association between ELS and internalizing problems. Other child characteristics did not act as moderators. Findings underscore the importance of examining multiple protective factors simultaneously.  相似文献   

School readiness losses during the COVID-19 outbreak. A comparison of two cohorts of young children     

Meliza González  Tianna Loose  Maite Liz  Mónica Pérez  Juan I. Rodríguez-Vinçon  Clementina Tomás-Llerena   Alejandro Vásquez-Echeverría 《Child development》2022,93(4):910-924

The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13 – 0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development.  相似文献   

Misconceptions,Knowledge, and Attitudes Towards the Phenomenon of Radioactivity     

Morales López  Ana Isabel  Tuzón Marco  Paula 《Science & Education》2022,31(2):405-426

Science & Education - The teaching of the phenomenon of radioactivity is considered a key ingredient in the path towards developing critical thinking skills in many secondary science education...  相似文献   

Responding to external accountability in high-performing,high-capacity public secondary schools in Chile     

Carmen Montecinos  Mónica Cortez  Isabel Zett  Sofía Chávez 《European Journal of Education》2023,58(1):36-50

The qualitative study on which this article reports explored how senior leaders, mathematics and Spanish language teachers (N = 72) in four high-performing, high-poverty, public secondary schools in Chile enact performance-based accountability policies related to standardised assessments. These four public schools were selected because prior to when the study was conducted all were part of the Bicentennial Schools Programme led by the Ministry of Education from 2010 to 2014. The aim of the programme was to develop effective secondary schools to serve low-income students. A thematic analysis of data produced through individual and group interviews and observations of departmental meetings shows that the enactment of performance-based accountability involved two dimensions of learning-centred leadership, distributed among senior leaders and department heads. An aim shared by parents, students, teachers and senior leaders was to ensure students' access to, and completion of, studies in higher education. Attaining good scores in national standardised SIMCE tests was key to meeting the vision. Collective trust among all actors and macro level trust in standardised testing served as a resource for strong collaboration to improve instruction and learning as well as teachers' collective efficacy. The discussion focuses on school-level practices and policy-level decisions that create conditions for the effective use of information produced from standardised assessments. A key point supported by our findings is that successful performance in external assessments is resourced by, and fosters, trust formation in schools.  相似文献   

探素硅谷创新文化的6个奥秘     

Soren Kaplan  Elisa 《英语沙龙》2014,(11):37-39

硅谷不只是地图上的一点,还是象征创新精神的“极客”圣地。硅谷的“创业血液”源于惠普（HP）的位置——帕罗奥图（PaloAlto）。马克·扎克伯格把脸书（Facebook）从他哈佛大学的宿舍搬到硅谷;史蒂夫·乔布斯在这里长大……那么,硅谷缘何取得如此的成功？它怎样运用外在的因素为其所用？请看关于硅谷的6个文化秘密!  相似文献   

ACED IT: A tool for improved ethical and moral decision-making     

Crystal Mata Kreitler  Cheryl K. Stenmark  Allen M. Rodarte  Rebecca Piñón DuMond 《Journal of moral education》2014,43(4):447-467

Numerous examples of unethical organizational decision-making highlighted in the media have led many to question the general moral perception and ethical judgments of individuals. The present study examined two forms of a straightforward ethical decision-making (EDM) tool (ACED IT cognitive map) that could be a relatively simple instrument for organizations to improve the moral and EDM of its members. Results revealed that participants utilizing either form of ACED IT were more likely to identify a moral dilemma than were control participants. Additionally, participants in the modified condition responded differently to the situation. Implications and other findings are discussed.  相似文献   

Family Context,Mexican‐Origin Adolescent Mothers' Parenting Knowledge,and Children's Subsequent Developmental Outcomes     

Laudan B. Jahromi  Amy B. Guimond  Adriana J. Umaña‐Taylor  Kimberly A. Updegraff  Russell B. Toomey 《Child development》2014,85(2):593-609

This study examined parenting knowledge among Mexican‐origin adolescent mothers (N = 191; M_age = 16.26 years), family contextual factors associated with adolescents' parenting knowledge, and toddlers' (M_age = 2.01 years) subsequent developmental outcomes. Data came from home interviews and direct child assessments. Adolescents both underestimated and overestimated children's developmental timing, and showed differences in their knowledge of specific developmental domains. Instrumental support from mother figures was positively linked to adolescents' knowledge accuracy, whereas emotional support was negatively related to adolescents' knowledge confidence. Furthermore, whereas mother figures' autonomy granting was positively linked to knowledge confidence, psychological control was associated with less accurate adolescent parenting knowledge. Toddlers of adolescents with more accurate knowledge showed positive developmental functioning. Intervention implications are discussed.  相似文献   

Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter?     

Isabel Rots  Antonia Aelterman  Geert Devos 《欧洲师范教育杂志》2014,37(3):279-294

In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates’ choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry.  相似文献