Distinct Profiles of Relationships With Mothers,Fathers, and Best Friends and Social-Behavioral Functioning in Early Adolescence: A Cross-Cultural Study     

Wonjung Oh  Julie C. Bowker  António J. Santos  Olívia Ribeiro  Maryse Guedes  Miguel Freitas  Hyoun K. Kim  Seowon Song  Kenneth H. Rubin 《Child development》2021,92(6):e1154-e1170

Adolescents’ dyadic relationships are likely influenced by the cultural context within which they exist. This study applied a person-oriented approach to examine how perceived support and negativity were manifested across youths’ relationships with mothers, fathers, and best friends, simultaneously, and how distinct relationship profiles were linked to adaptive and maladaptive functioning (aggression, anxious-withdrawal, prosociality) within and across cultures. Participants resided in metropolitan areas of South Korea, the United States, and Portugal (10–14 years; N = 1,233). Latent profile analyses identified relationship profiles that were culturally common or specific. Additional findings highlighted commonality in the relations between a high-quality relationship profile and adaptive functioning, as well as cultural specificity in the buffering and differential effects of distinct relationship profiles on social-behavioral outcomes.  相似文献   

Categories in conflict: Combating the application of an intuitive conception of inheritance with category construction     

Joshua Premo  Andy Cavagnetto  Garrett Honke  Kenneth J. Kurtz 《科学教学研究杂志》2019,56(1):24-44

The idea that characteristics acquired by an organism during its lifetime can be inherited by offspring and result in evolution is a substantial impediment to student understanding of evolution. In the current study, we performed a preliminary examination of how acquiring physical changes in a question prompt may differentially cue intuitive and scientific justifications of inheritance and evolution and how this varies based on how student learned the concept. Middle school students in a suburban northeastern district (N = 314) either learned about evolutionary change with a category construction task (with different levels of feedback support) or completed a worksheet. Three days later students responded to two free response scenarios (one where a physical change is acquired). Responses were coded based on student justifications for either science accuracy or intuitive nature. Specific reasons were coded by justification type with high inter-rater agreement (k > 0.93). Results showed that students were more likely to apply intuitive reasoning when a physical change was acquired (50%) than if the change was behavioral in nature (16%). Additionally, students who completed the category construction task provided significantly more scientifically accurate justifications about inheritance (M = 1.12) than control students (M = 0.47), and significantly less intuitive justifications (M = 0.67) than control (M = 1.13). Finally, category construction produced the most scientific reasoning when feedback was provided. Taken together, these results suggest that intuitive reasoning is differentially applied based on physical organismal changes, intuitive reasoning is less frequent when learning via category construction, and the category construction task is more effective for this population with the inclusion of feedback.  相似文献   

Education,digital literacy and democracy: the case of Britain’s proposed ‘exit’ from the European Union (Brexit)     

King  Kenneth 《Asia Pacific Education Review》2019,20(2):285-294

Asia Pacific Education Review - There has been a long tradition of demonstrating formal education’s direct relationship with many dimensions of development, including increased productivity,...  相似文献   

The Motion Picture in Science Education: “One Hundred Percent Efficiency”     

King  Kenneth P. 《Journal of Science Education and Technology》1999,8(3):211-226

This study provides a historical overview of the development of the motion picture as a tool within the context of science education. The technology was traced from its beginning as a silent motion picture through its current manifestation in videotapes and videodiscs. The use of the technology as a teaching tool is examined in terms of the concept of scientific literacy and the means by which the motion picture helped to accomplish the goals of scientific literacy.  相似文献   

Coptic Language and Identity in Ayyūbid Egypt1     

Kenneth S. Parker 《Al-Masaq: Islam & the Medieval Mediterranean》2013,25(2):222-239

Abstract

In the late Fā?imid and Ayyūbid periods of Egyptian history, Coptic Christians finally addressed the reality that most of their community no longer understood the Coptic language but were, in fact, losing their communal identity and “figures of memory” to Arabisation and even Islamisation. A Coptic-Arabic “Renaissance” ensued whereby Coptic liturgy, theology and history were translated into Arabic, the lingua franca by this time of the Coptic populace. This creative energy extended into the artistic realm – such as iconography and painting – and ultimately strengthened the identity of the Coptic community as their situation became increasingly more restricted.  相似文献   

The Structure of Work,Patterns of Communication,and Organizational Learning: A Three‐Nation Comparison     

David P. Hanson  Kenneth Saban 《Performance Improvement Quarterly》2001,14(2):77-85

National differences in patterns of new product development reflect differences in patterns of communication and delegation within the organization. In mature U.S. corporations, projects are generally controlled by superiors and implemented by subordinates who compete with each other. People making critical decisions may lack critical information while the people responsible for implementation may not have a stake in overall project success. The result is frequent failure. In U.S. startups, smaller Italian companies and in Japanese management groups, work is carried out by cooperative groups. Members have a shared stake in overall project success. Decisions are made to promote overall project success. Differences among small group performance in U.S., Italian, and Japanese companies reflect differences in the scope of group activity. U.S. startups can innovate technologies, business processes, and products. Innovations by small Italian companies are generally restricted to changes that compliment the activities of other firms in their network. Japanese business groups operate within a highly structured corporate environment. Innovations tend to be limited to elaborations in core technologies, processes, and products.  相似文献   

Associations Between Perceived Material Deprivation,Parents’ Discipline Practices,and Children's Behavior Problems: An International Perspective     

Anika Schenck-Fontaine  Jennifer E. Lansford  Ann T. Skinner  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Paul Oburu  Concetta Pastorelli  Emma Sorbring  Laurence Steinberg  Patrick S. Malone  Sombat Tapanya  Liliana M. Uribe Tirado  Liane P. Alampay  Suha M. Al-Hassan  Dario Bacchini  Marc H. Bornstein  Lei Chang 《Child development》2020,91(1):307-326

This study investigated the association between perceived material deprivation, children's behavior problems, and parents’ disciplinary practices. The sample included 1,418 8- to 12-year-old children and their parents in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Multilevel mixed- and fixed-effects regression models found that, even when income remained stable, perceived material deprivation was associated with children's externalizing behavior problems and parents’ psychological aggression. Parents’ disciplinary practices mediated a small share of the association between perceived material deprivation and children's behavior problems. There were no differences in these associations between mothers and fathers or between high- and low- and middle-income countries. These results suggest that material deprivation likely influences children's outcomes at any income level.  相似文献   

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency     

Tuire Koponen  Kenneth Eklund  Riikka Heikkilä  Jonna Salminen  Lynn Fuchs  Douglas Fuchs  Mikko Aro 《Child development》2020,91(4):1063-1080

This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.  相似文献   

Comparing learning styles for students with conduct and emotional problems     

Salvatore Terrasi  Kenneth H. Sennett  Theodore O. Macklin 《Psychology in the schools》1999,36(2):159-166

In Phase 1 of the study (1991–1992 school year), 43 elementary school students in five special education classes for behaviorally disordered children were classified using the Differential Test of Conduct and Emotional Problems. Subjects were classified as primarily emotional (ED) or conduct problems (CP). Results were as follows: 11 ED (26%), 15 CP (35%), 13 both ED and CP (31%), and 4 (9%) falling into neither grouping. During Phase 2 (1996–1997 school year), a different cohort of students (n = 68), from the same five elementary special education classes plus one junior high school class, was also classified on the Learning Style Identification Scale. Phase 2 results were 12 students ED (18%), 16 CP (24%), 14 both ED and CP (21%), and 26 neither (38%). Eighty‐eight percent of conduct problem students were classified as Style 1 learners. Findings are examined in light of federal special education eligibility criteria, specifically the exclusion of “socially maladjusted” students. Implications for the multidisciplinary team placement process and educational programming are discussed. © 1999 John Wiley & Sons, Inc.  相似文献   

Relationship of perceived parenting styles,locus of control orientation,and self-concept among junior high age students     

Lisa A. McClun  Kenneth W. Merrell 《Psychology in the schools》1998,35(4):381-390

Relationships between adolescents' perceptions of their parents' responsiveness and demandingness, adolescents' locus of control orientation, and adolescents' self-concept ratings were investigated. Participants included 198 students in grades eight and nine who were administered the Nowicki–Strickland Internal–External Locus of Control Scale, the Harter Self-Perception Profile for Adolescents, and the Perceived Parenting Styles Survey. Participants who perceived their parents as being Authoritative had a significantly more internal locus of control orientation than subjects who perceived their parents as either Permissive or Authoritarian. Self-Concept scores were significantly higher for the Authoritative group than for the Permissive or Authoritarian groups in several areas. The findings indicate that an Authoritative style of parenting may contribute to the development of self-adequacy by being associated with internal locus of control orientation and stronger self-concept, while Permissive and Authoritarian styles of parenting may be associated with negative patterns of social-emotional development. © 1998 John Wiley & Sons, Inc.  相似文献