“‘Sink or swim’: buoyancy and coping in the cognitive test anxiety – academic performance relationship”     

David W. Putwain  Anthony L. Daly  Suzanne Chamberlain  Shireen Sadreddini 《教育心理学》2016,36(10):1807-1825

This study explores the relationship between students’ self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised 325 English students in their final year of secondary school preparing for high-stakes examinations. While controlling for prior attainment and gender, higher worry predicted lower examinations scores. This was partially mediated by less use of effective pre-exam coping strategies. Academic buoyancy moderated the indirect relationship such that the indirect negative relationship from worry to examination performance was stronger when academic buoyancy was lower. The paper concludes that providing in-school training in task-focus and orientation and how to withstand academic pressures may help to ameliorate the influence of performance-interfering worries, and potentially enhance performance among students inclined to worry about examinations.  相似文献   

Developing and assessing educator beliefs about the common core     

Yi-Hwa Liou  Nienke M. Moolenaar  Alan J. Daly 《Educational Assessment, Evaluation and Accountability》2016,28(4):377-404

The Common Core State Standards (CCSS) potentially shifts the way US schools approach teaching and learning. Research suggests that it is important to understand how educators view the CCSS and how they believe the CCSS may impact their practice. We developed and tested an instrument to investigate educator beliefs about the implementation of CCSS. We collected data from two samples of educators regarding their beliefs about the CCSS in mid-size school districts in California that had begun to introduce the CCSS. Our results indicate that the instrument consistently measured three interrelated, yet distinct, sub-constructs of educator beliefs about the CCSS implementation and that the sub-constructs are statistically significantly associated with trust, professional knowledge, and the pattern of CCSS-related professional interaction.  相似文献   

Persuasive Self-Efficacy: Dispositional and Situational Correlates     

John A. Daly 《Communication Research Reports》2017,34(3):249-258

People vary in their self-efficacy as persuaders. After devising a brief measure of persuasive self-efficacy, we find that the construct correlates positively with a number of variables relevant to social interaction, including self-esteem, self-monitoring, extroversion, and openness to new experiences, and negatively with other variables, including communication apprehension and neuroticism. Social self-efficacy had a modest but significant relationship with persuasive self-efficacy. Drawing from research on contextual self-efficacy, we also examine some of the social situations where persuasive self-efficacy may matter and find that people vary in their self-efficacy as a persuader as a function of the context.  相似文献   

Tradition versus Technology: Careers Fairs in the 21st Century     

Brennan  Christiane  Daly  Margaret  Fitzpatrick  Eileen  Sweeney  Edward 《International Journal for Educational and Vocational Guidance》2004,4(1):23-41

The traditional methods ofgraduate recruitment do not adequately meet theneeds of the changing profile of students andgraduates. As industry becomesinternationalised, the needs of employers arealso changing. Graduate recruitment is inresponse to short term needs and varying levelsof experience are required. A case study methodwas used in Dublin Institute of Technology toevaluate the effectiveness of a virtual careersfair in providing greater access to jobopportunities for students and graduates.Access by employers to potential employees wasalso measured. Findings showed that whileaccess improved, other issues requiringattention emerged.  相似文献   

The Common Core debate on Twitter and the rise of the activist public     

Jonathan Supovitz  Alan J. Daly  Miguel Del Fresno 《Journal of Educational Change》2018,19(4):419-440

The Common Core State Standards (CCSS) were adopted with broad bipartisan backing in 46 states in 2010. Yet by 2015 they had become a lightning rod for a range of critiques about the education system while public support declined precipitously and became increasingly partisan. Not coincidentally, the CCSS were also the first major education initiative to play out in a social media environment. In this study we used mixed methods to analyze the debate surrounding the Common Core on Twitter for a 6-month period in 2013–2014, with a focus on the central participants in the discussion and the linguistic argumentation they used. We found an active debate about the Common Core on Twitter, consisting of about 190,000 tweets from 53,000 distinct actors. Using social network analysis, we identified three major factions in the debate, which represented supporters of the CCSS, educators who opposed the CCSS, and a large contingent of opponents from outside of the education industry. We also detected that many of the most prolific participants from outside of education were individual activists, rather than members of formal advocacy organizations. Analyzing the content of the debate amongst the most influential participants, we found it to be less about the CCSS themselves than a proxy war about larger education-related social issues. Finally, through an examination of the language of the tweets, we determined that the central members used a form of linguistic argumentation called ‘politicalspeak,’ which they employed to rouse their followers and influence the public discourse. Thus, the tactics of the factions on Twitter, particularly opponents of the CCSS from outside of education, employed both issue framing and linguistic strategies to establish a dominant narrative. Based on these findings, we argue that the discourse on Twitter at the time of the study was less of a means to introduce new ideas and perspectives, then it was amplify the voices of a broader array of public activists seeking to influence the direction of public policy.  相似文献   

Cues of paternal uncertainty and father to child physical abuse as reported by mothers in Rio de Janeiro, Brazil     

Alexandre GC  Nadanovsky P  Wilson M  Daly M  Moraes CL  Reichenheim M 《Child abuse & neglect》2011,35(8):567-573

Objective

Paternity is uncertain, so if paternal feelings evolved to promote fitness, we might expect them to vary in response to variables indicative of paternity probability. We therefore hypothesized that the risk of lapses of paternal affection, including abusive assaults on children, will be exacerbated by cues of non-paternity.

Methods

Cross-sectional study of 331 Brazilian mothers, interviewed about 1 focal child (age 1–12) residing with her and the putative father. Child physical abuse was assessed using the Conflict Tactic Scales: Parent Child (CTSPC). Two potential cues of (non) paternity were (1) whether the parents co-resided when the child was conceived, and (2) whether third parties allegedly commented on father–child resemblance. Data were analyzed through multiple logistic regressions.

Results

Mothers reported child physical abuse by 15.9% (95% CI 4.6–27.1) of fathers who had not cohabited with them at conception, compared to 5.9% (95% CI 3.1–8.7) of those who had. The odds ratio for abuse by fathers who had not cohabited at conception in relation to those who had—adjusted for income, education, age, sex of child, whether child was first born, household size, time father spent with child, and alcohol abuse and drug use by father—was 4.3 (95% CI 1.4–13.8). Mothers reported abuse of 7.0% (95% CI 4.0–10.0) of children who purportedly resembled their fathers, versus 8.7% (95% CI 0.2–17.1) of those who did not.

Conclusion

According to maternal reports, not having co-resided at conception quadrupled the chance of child physical abuse by currently co-residing Brazilian fathers. The reported prevalence of abuse was unrelated to reported allegations of father–child resemblance.  相似文献   

The accuracy of teacher predictions of student reward preferences     

Marcia D. Daly  Susan Jacob  Daniel W. King  Gail Cheramie 《Psychology in the schools》1984,21(4):520-524

This study investigated the accuracy of teacher predictions of student reward preferences on the Children's Reinforcement Survey Schedules. Student-participants were 49 5th and 6th graders. Correlation coefficients calculated for each student-teacher pair indicated that teachers were only moderately successful in selecting rein-forcers consistent with individual student self-selections. Teachers as a group predicted the reward preferences of students as a group with a high degree of accuracy, however. The correlation between teacher selections and the reward preferences of girls was higher than that between teacher selections and the preferences of boys as a group. Comparison of teacher and student choices suggested that teachers tended to overrate the popularity of certain classroom-related rewards. Findings suggest that students need to be involved in selecting their own rewards when planning behavioral interventions, and that for some students, particularly boys, rewards available outside the classroom may be most effective in changing behavior.  相似文献   

Teaming up: Linking collaboration networks, collective efficacy, and student achievement     

Nienke M. Moolenaar  Peter J.C. SleegersAlan J. Daly 《Teaching and Teacher Education》2012,28(2):251-262

Improving student achievement through teacher collaboration networks is a current focus of schools in many countries. Yet, empirical evidence on the relationship between teacher networks and student achievement and mechanisms that may explain this relationship is limited. This study examined the relationship between teacher networks and student achievement and the mediating role of teachers’ collective efficacy beliefs. Data were collected from 53 Dutch elementary schools. Using social network analysis and multiple regression we analyzed teacher survey and student achievement data. Findings indicate that well-connected teacher networks were associated with strong teacher collective efficacy, which in turn supported student achievement.  相似文献   

Exploring online social networks of school leaders in times of COVID-19     

Martin Rehm  Sara Moukarzel  Alan J. Daly  Miguel del Fresno 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1414-1433

  相似文献   

Age Differences in Imagery Abilities   总被引：7，自引：0，他引：7  

Stephen M. Kosslyn  Jonathan A. Margolis  Anna M. Barrett  Emily J. Goldknopf  Philip F. Daly 《Child development》1990,61(4):995-1010

Age differences were examined in 4 aspects of visual mental imagery, namely, image generation, maintenance, scanning, and rotation. The results suggested that one or more distinct processes are used to carry out each aspect of imagery, and that this is true for 5-year-olds, 8-year-olds, 14-year-olds, and adults. There was no evidence that younger children have fewer processing components, which become differentiated into more specialized subsystems over age. In addition, the results suggested that younger children are relatively poor at scanning, rotating, and generating objects in images, but are relatively good at maintaining images.  相似文献