The effect of deservingness in invidious situations on the intensity of schadenfreude: a developmental study / El efecto del merecimiento sobre la intensidad de schadenfreude en situaciones de envidia: un estudio evolutivo     

Laura Quintanilla  Patricia Recio 《Infancia y Aprendizaje》2019,42(2):374-412

Objectives: envy is a negative social emotion that stems from a social comparison. This study explores the effect of deservingness on the intensity of schadenfreude (pleasure in another’s misfortune) in situations of invidious comparison. Method: the participants, 181 children between the ages of three and 10, were asked to describe what an envious character felt when the character (s/he) envied had lost an (deserved or undeserved) advantage. They were also asked to explain their answers. Results: the findings showed that schadenfreude was more intense when the lost advantage was undeserved than deserved only in young children. The difference between conditions decreased with age. The children’s explanations of schadenfreude were based on the damage to the envied person, whereas the responses of pity were justified by the misfortune and equitable ending (no one wins) of the story. Conclusions: the discussion addresses some of the possible factors, such as the acquisition of display rules, deservingness and perception of equality, that contribute to children’s understanding of emotions such as envy and schadenfreude.  相似文献   

Racism 101     

Laura Holland 《Equity & Excellence in Education》2013,46(4):71-74

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Teachers' emotions and test feedback     

Laura M. Stough  Edmund T. Emmer 《International journal of qualitative studies in education》2013,26(2):341-361

A qualitative methodology, grounded theory, was used to examine the thoughts and emotions of teachers who delivered test feedback to students. The goal of this study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and observed as they planned and conducted testfeedback sessions. During the test-feedback sessions, these teachers experienced a variety of negative emotions when they encountered challenges from students in the classroom. Strategies developed by these teachers reflected their attempts to organize test feedback in ways that were consistent with their goals and beliefs, but that also limited their negative emotions and stress during the feedback session. These findings are discussed in terms of their contribution to existing research on teachers' interactive thought and emotion and on the ways that teachers cope with stress in the classroom.  相似文献   

Naturally Acquired Mentoring Relationships and Young Adult Outcomes Among Adolescents with Learning Disabilities     

Kym Ahrens  David Lane DuBois  Paula Lozano  Laura P. Richardson 《Learning disabilities research & practice》2010,25(4):207-216

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD.  相似文献   

Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students     

Linda H. Mason  Hedda Meadan-Kaplansky  Laura Hedin  Raol Taft 《Exceptionality》2013,21(2):69-86

Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned.  相似文献   

Evaluation of evidence-based medicine search skills in the clinical years     

Linton AM  Wilson PH  Gomes A  Abate L  Mintz M 《Medical reference services quarterly》2004,23(2):21-31

The librarians of the Health Sciences Library worked with the director of the Primary Care Clerkship to reinforce the principles of Evidence-Based Medicine (EBM) searching, taught during the first two years of medical school, through an intensive workshop. The purpose of the program was to ensure that students apply EBM principles in a timely and effective manner in clinical situations. Working in teams led by a resident and librarian, students researched real cases and then evaluated the effectiveness of their approach to the problems. This paper outlines the rationale for the team approach, reviews the administration of a computer-based workshop, and discusses the evaluation process. Evaluation focused on both the current workshop and its implications for the informatics program presented to students during years one and two.  相似文献   

A quiver full of arrows: recommended Web-based tutorials for PubMed,PowerPoint, Ovid MEDLINE,and FrontPage     

Dixon LA 《Medical reference services quarterly》2002,21(2):55-64

Librarians often are responsible for instructing their patrons in the use of various databases and popular software packages. When this instruction can't be provided through face-to-face contact, Web-based tutorials can be useful tools to bridge the information gap. This article recommends Web-based tutorials for PubMed, Ovid MEDLINE, PowerPoint, and FrontPage.  相似文献   

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners     

Halle T  Hair E  Wandner L  McNamara M  Chien N 《Early childhood research quarterly》2012,27(1):1-20

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.  相似文献   

Bottom line: What does “Quality” look like?     

Barbara Jacoby  Laura A. Dean 《About Campus》2010,15(3):29-32

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A Student- and Staff-developed Anti-bullying Initiative     

Laura Knights 《Pastoral Care in Education》1998,16(1):33-34

This paper on a successful anti-bullying initiative in a Cambridgeshire village college has the added interest that it is written by one of the pupils involved in its development. We learn not only about the scheme but how involvement in it felt from a pupil's point of view. The fact that the pupils directly involved saw the initiative as successful gives an added indication of its value.  相似文献