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41.
The aim of this phenomenographic study was to capture fathers' conceptions of parental education topics, illuminated by their experiences as primary caregiver of their child immediately following birth. Fifteen fathers were interviewed between 8 days and 6 weeks after the birth of their child. Three categories, five subcategories, and 12 qualitatively different conceptions emerged from the study's findings. The first category showed that parental education emphasizes the importance of normal birth. The second category illustrated that parental education defuses the issue of complicated births. The third category demonstrated that parental education preserves traditional gender roles. The study's results may facilitate efforts to integrate fathers into parental education toward the aim of achieving parity between mother and father in their role as parents. 相似文献
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The current study modeled developmental trajectories of ethnic identity exploration and affirmation and belonging from middle to late adolescence (ages 15-18) and examined how these trajectories varied according to ethnicity, gender, immigrant status, and perceived level of discrimination. The sample consisted of 135 urban low-income Black and Latino adolescents (42% male, 34% Black, 66% Latino). Consistent with developmental theory, individual growth modeling identified an average quadratic trajectory of ethnic identity exploration characterized by decelerating levels of exploration after 10th grade. However, ethnicity and perceived discrimination by peers moderated this pattern. No uniform growth pattern in affirmation was found and Black and Latino adolescents displayed equally high levels of affirmation over time. 相似文献
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Kerstin Haberkorn Kathrin Lockl Steffi Pohl Susanne Ebert Sabine Weinert 《Metacognition and Learning》2014,9(3):239-263
In metacognition research, many studies focused on metacognitive knowledge of preschoolers or children at the end of elementary school or secondary school, but investigations of children starting elementary school are quite limited. The present study, thus, took a closer look at children’s knowledge about mental processes and strategies in early elementary school aiming to extend findings on the respective age period. Therefore, at first, a new test that can be administered in group settings and that assesses a broad concept of children’s metacognitive knowledge in early elementary school was evaluated. Furthermore, analyses on the structure of metacognitive knowledge were carried out in cross-sectional as well as longitudinal analyses. In a longitudinal design, the new test instrument was administered to 870 children at the end of first grade and again one year later (N?=?720). Item Response models were used to evaluate the construct validity of the test. Test characteristics were checked based on different fit statistics, test fairness, and discriminant validity. In summary, the test exhibited good psychometric properties. Analyses on the dimensionality of the assessed metacognitive knowledge revealed that different strategies seemed to form rather distinct dimensions of metacognitive knowledge. However, these dimensions showed a rather homogeneous development from first to second grade. Impacts of the findings on theoretical considerations and on the theoretical understanding of metacognitive knowledge and further analyses with metacognitive competence data are discussed. 相似文献
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The study describes environmental and personal factors that, from the student perspective, impede participation in education in secondary upper schools by students with postlingual deafblindness. The discussion is framed by the International Classification of Functioning, Disability, and Health. The researchers use the theory of social recognition as a theoretical tool in understanding the dynamics between personal factors and environment in the context of secondary upper-school education. Thirty-four students with deafblindness responded to a questionnaire; the survey's findings indicate experiences of barriers in the natural and social environments that restrict participation. Experience of considerateness--such as concern for the special requirements of students with deafblindness--and experience of the lack of considerateness are the most important factors. Negative roles adapted by some students for themselves may be interpreted as resulting from a lack of recognition, in the form of denigration or insults. 相似文献
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The aim of this study was to describe fathers' experiences of being present on a postnatal ward and during the first days at home following a complicated birth. Fifteen fathers were interviewed, and content analysis was used for the analysis. The theme illustrated that fathers were a resource for both mother and child through practical and emotional engagement. The categories describe how the father empowers the mother and illustrates adapting to new family roles. Following complicated birth, fathers should be invited to stay around-the-clock on postnatal wards because it gives them the opportunity to place their resources at the disposal of mother and child. In antenatal courses, fathers should be prepared for their empowering role after a complicated birth. 相似文献
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Dag Sverre Syrdal Kerstin Dautenhahn Kheng Lee Koay Wan Ching Ho 《The Information Society》2015,31(3):265-283
In order to investigate how the use of robots may impact everyday tasks, twelve participants in our study interacted with a University of Hertfordshire Sunflower robot over a period of 8 weeks in the university's Robot House. Participants performed two constrained tasks, one physical and one cognitive, four times over this period. Participant responses were recorded using a variety of measures including the System Usability Scale and the NASA Task Load Index. The use of the robot had an impact on the experienced workload of the participants di?erently for the two tasks, and this e?ect changed over time. In the physical task, there was evidence of adaptation to the robot's behavior. For the cognitive task, the use of the robot was experienced as more frustrating in the later weeks. 相似文献
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Dr. Andreas Krüger Jürgen Edelmann-Nusser Kerstin Witte Sándor Vajna 《Sportwissenschaft》2011,41(1):25-33
Sporting goods companies face significant challenges. As a result, the importance of a structured and systematic product development process has increased. There are several paradigms to support the product development, with the integrated product development paradigm as one of the most important ones. This study aims at the verification of an efficient application of Integrated Product Development for the development of sports equipment. For that purpose Insider Action Research is used. Three different case studies (leisure, fun and professional sports market) were conducted and analysed. To objectify the results, objective and subjective efficiency criteria were defined. The results show a positive evaluation of the criteria. So far, the development projects have been performed in an academic context only. 相似文献
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Hendrik Jürges Kerstin Schneider Martin Senkbeil Claus H. Carstensen 《Economics of Education Review》2012
In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical literacy and curriculum-based knowledge. The findings indicate that central exit exams improve curriculum-based knowledge but do not affect mathematical literacy. Students, although showing a better performance, are less intrinsically motivated in school. 相似文献
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This article reports on the findings of a planned workplace health promotion intervention, and the aim is to identify conditions that facilitated or restricted the learning to promote health at an emergency care department in a Swedish hospital. The study had a longitudinal design, with interviews before and after the intervention and follow-up interviews one year after the intervention. Data were collected through individual interviews with employees and managers, in total 69 interviews. In addition, data were collected from documents. The study provided insight into conditions which were found to act as expansive and restrictive reinforcements for learning to promote health. The conclusion is that the workplace health promotion intervention was shaped by conditions that existed outside the local workplace level which restricted the workplace health promotion. Nevertheless, collective employee-driven activities had the capacity to facilitate learning for change in order to create a health-promoting workplace. The advantage of combining theories of learning and workplace health promotion provided a holistic analytical view of learning to promote health at work and helped to uncover and monitor changed conditions during a planned workplace health promotion intervention. 相似文献