Sexual health in women reporting a history of child sexual abuse     

Lacelle C  Hébert M  Lavoie F  Vitaro F  Tremblay RE 《Child abuse & neglect》2012,36(3):247-259

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Learning in multiple contexts: are there intra-, cross- and transcontextual effects on the learner’s motivation and help seeking?     

Jean-Luc Gurtner  Alida Gulfi  Philippe A. Genoud  Bernardo de Rocha Trindade  Jér?me Schumacher 《European Journal of Psychology of Education - EJPE》2012,27(2):213-225

In Germany, Austria and Switzerland, the majority of 15?C19-year olds follow vocational education programmes within a dual-track system, spending most of their time in a company and going to school only 1?day each week. With their separate aims, content and sociological organisation, the company and the school can be considered as two distinct contexts within which apprentices have to acquire the various skills and competencies of their future occupation. In this paper, the development of apprentices?? learning intentions and motivation to learn, subjective competence, perceived utility of what is learned and estimated learning place attractiveness (study 1) as well as their readiness to seek help in these different contexts over the year of training (study 2) is analysed using both longitudinal and cross-sectional data. The findings show significant differences in apprentices?? motivation, their beliefs and their readiness to seek help in the different contexts throughout the training. Moderate (cross-different contexts, same time) as well as transcontextual (different contexts, different times) influences can also be seen. These results emphasise the importance of a careful delimitation of contexts when studying the impact of contextual factors on learners?? motivation and behaviours; they also suggest that motivation within one of these contexts can indirectly affect the learner??s motivation within another of these contexts. It is therefore likely that, by using these various dynamics appropriately, educators might temporarily sustain learners?? motivation in an unappreciated context by having recourse to a better accepted one.  相似文献   

Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems     

van Lier PA  Vitaro F  Barker ED  Brendgen M  Tremblay RE  Boivin M 《Child development》2012,83(5):1775-1788

This study explored whether early elementary school aged children’s externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early internalizing problems contributed to an increase in externalizing problems. The study examined 1,558 Canadian children from ages 6 to 8 years. Externalizing and internalizing problems, peer victimization, and school achievement were assessed annually. Externalizing problems lead to academic underachievement and experiences of peer victimization. Academic underachievement and peer victimization, in turn, predicted increases in internalizing problems and in externalizing problems. These pathways applied equally to boys and girls. No links from internalizing to externalizing problems were found.  相似文献   

Behavioural additionality of R&D subsidies: A learning perspective     

Bart Clarysse  Mike Wright  Philippe Mustar 《Research Policy》2009,38(10):1517-1533

The use of R&D grants as a policy instrument has been motivated by economic arguments of market failure. Neo-classical econometric studies have analysed the additionality of one Euro of subsidies on both the investments of companies in the R&D process and the output of that R&D process. More recently, behavioural additionality has been launched as a third form of additionality. In contrast to input and output additionality, behavioural additionality is related to changes in the processes that take place within the firm. In this paper, we analyse the determinants of the behavioural additionality of R&D grants. To explain the mechanism through which behavioural additionality is obtained, we use organizational learning theory as a guide to formulate our hypotheses. Hypotheses are tested using a telephone survey of 192 recipients of R&D grants provided by the IWT in Flanders in 2001–2004, matched to a sample of 84 firms that undertake innovation activities but which had never had a grant bid accepted. We find that congenital learning and interorganizational learning lead to increased behavioural additionality. However, these learning effects decrease with the number of subsidized projects that are undertaken by the company.  相似文献   

Solving Local Environmental Problems in Environmental Education: A Brazilian case study     

Philippe P. Layrargues 《Environmental Education Research》2000,6(2):167-178

A discussion is developed regarding the ideological implications of the use of local environmental problem solving as a methodology suggested by UNESCO at the Tbilisi Conference, as well as in various Brazilian federal policy documents. Whether understood as a theme-generator or an end-in-itself, environmental education practice may be divided into two types, with different ideological repercussions as regards their very essence; namely a commitment to transform contemporary society's values.  相似文献   

The teaching of reading: from a single methodology to differentiated approaches     

Bernard Favre  Philippe Perrenoud 《Prospects》1985,15(1):87-102

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Upper limb joint muscle/tendon injury and anthropometric adaptations in French competitive tennis players     

Isabelle Rogowski  Thomas Creveaux  Cyril Genevois  Shahnaz Klouche  Michel Rahme  Philippe Hardy 《European Journal of Sport Science》2016,16(4):483-489

The purpose of this study was to examine the relationship between the upper limb anthropometric dimensions and a history of dominant upper limb injury in tennis players. Dominant and non-dominant wrist, forearm, elbow and arm circumferences, along with a history of dominant upper limb injuries, were assessed in 147 male and female players, assigned to four groups based on location of injury: wrist (n = 9), elbow (n = 25), shoulder (n = 14) and healthy players (n = 99). From anthropometric dimensions, bilateral differences in circumferences and in proportions were calculated. The wrist group presented a significant bilateral difference in arm circumference, and asymmetrical bilateral proportions between wrist and forearm, as well as between elbow and arm, compared to the healthy group (6.6 ± 3.1% vs. 4.9 ± 4.0%, P < 0.01; ?3.6 ± 3.0% vs. ?0.9 ± 2.9%, P < 0.05; and ?2.2 ± 2.2% vs. 0.1 ± 3.4%, P < 0.05, respectively). The elbow group displayed asymmetrical bilateral proportions between forearm and arm compared to the healthy group (?0.4 ± 4.3% vs. 1.5 ± 4.0%, P < 0.01). The shoulder group showed significant bilateral difference in elbow circumference, and asymmetrical bilateral proportions between forearm and elbow when compared to the healthy group (5.8 ± 4.7% vs. 3.1 ± 4.8%, P < 0.05 and ?1.7 ± 4.5% vs. 1.4 ± 4.3%, P < 0.01, respectively). These findings suggest that players with a history of injury at the upper limb joint present altered dominant upper limb proportions in comparison with the non-dominant side, and such asymmetrical proportions would appear to be specific to the location of injury. Further studies are needed to confirm the link between location of tennis injury and asymmetry in upper limb proportions using high-tech measurements in symptomatic tennis players.  相似文献   

Analysing ‘Objecting to God’     

Philippe Dalleur 《Metascience》2014,23(3):555-559

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Collaborative learning processes in the context of a public health professional development program: a case study     

Marie-Claude Tremblay  Lucie Richard  Astrid Brousselle  François Chiocchio  Nicole Beaudet 《Studies in Continuing Education》2017,39(1):87-106

The health promotion laboratory (HPL – Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of implementation. Based on a multiple case study design involving observations, interviews, and documentary sources, the study: (1) describes the learning process by which each team built a common understanding of the problem at hand and developed an intervention to address it; (2) identifies factors that facilitated or hindered these processes; and (3) proposes a cross-case explanation of the collaborative learning process in the HPL. The results demonstrate that the two teams learned by expanding their repertoire of actions, albeit experiencing different processes. Results point to the central role of shared mental models and key influencing factors, such as commitment and participation (team cohesion), team climate (psychological safety), and leadership style. Unlike previous studies on team learning that concentrated on existing teams in organisations, the current research studied purposely created teams working at transforming their practices and showed that they can successfully learn if specific conditions are achieved.  相似文献   

The genetic-environmental etiology of cognitive school readiness and later academic achievement in early childhood   总被引：1，自引：0，他引：1  

Lemelin JP  Boivin M  Forget-Dubois N  Dionne G  Séguin JR  Brendgen M  Vitaro F  Tremblay RE  Pérusse D 《Child development》2007,78(6):1855-1869

Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness.  相似文献