Consuming to Cope: Investigating College Students’ Expressive Suppression as an Indirect Effect of Family Communication and Drinking Context     

Jenna R. Shimkowski 《Communication Studies》2016,67(4):419-437

This study explored relationships between family communication patterns, college students’ expressive suppression, and drinking to cope, aiming to assess whether suppression might represent an indirect effect in the relationship between conformity orientation and drinking to cope. Participants (N = 251) completed an online questionnaire analyzed using CFA and SEM. Results indicated that conformity orientation has a small impact on drinking to cope and that conformity orientation predicts suppression. Specifically, students from protective family types tend to use suppression more and are more likely to drink to cope. Results also demonstrated a small relationship between suppression and drinking to cope. Lastly, college students’ use of suppression acts as an indirect effect in explaining a small part of the association between conformity orientation and drinking to cope.  相似文献   

Assessing reading and language skills: An interactive system     

Robert Calfee  Janet Spector  Dorothy Piontkowski 《Annals of dyslexia》1979,29(1):129-156

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Project Booktalk: Library Books and Lap Reading in Childcare Homes     

Linda Leonard Lamme  Donna Sabis-Burns  Jenna Gould 《Early Childhood Education Journal》2004,32(1):45-50

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Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships     

Jenna Mittelmeier  Bart Rienties  Dirk Tempelaar  Denise Whitelock 《Higher Education》2018,75(1):149-166

As universities worldwide rapidly internationalise, higher education classrooms have become unique spaces for collaboration between students from different countries. One common way to encourage collaboration between diverse peers is through group work. However, previous research has highlighted that cross-cultural group work can be challenging and has hinted at potential social tensions. To understand this notion better, we have used robust quantitative tools in this study to select 20 participants from a larger classroom of 860 students to take part in an in-depth qualitative interview about cross-cultural group work experiences. Participant views on social tensions in cross-cultural group work were elicited using a unique mediating artefact method to encourage reflection and in-depth discussion. In our analysis of emergent interview themes, we compared student perspectives on the role of social relationships in group work by their academic performance level. Our findings indicated that all students interviewed desired the opportunity to form social relationships with their group work members, but their motivations for doing so varied widely by academic performance level.  相似文献   

Facilitating innovation with technology: Key actors in educational ecosystems     

Xiaoqing Gu  Charles Crook  Mike Spector 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1118-1124

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Highly integrated model assessment technology and tools     

Pablo Pirnay-Dummer  Dirk Ifenthaler  J. Michael Spector 《Educational technology research and development : ETR & D》2010,58(1):3-18

Effective and efficient measurement of the development of skill and knowledge, especially in domains of human activity that involve complex and challenging problems, is important with regard to workplace and academic performance. However, there has been little progress in the area of practical measurement and assessment, due in part to the lack of automated tools that are appropriate for assessing the acquisition and development of complex cognitive skills. In the last 2 years, an international team of researchers has developed and validated an integrated set of assessment tools called highly integrated model assessment technology and tools (HIMATT) which addresses this deficiency. HIMATT is web-based and has been shown to scale up for practical use in educational and workplace settings, unlike many of the research tools developed solely to study basic issues in human learning and performance. In this paper, we describe the functions of HIMATT and demonstrate several applications for its use. Additionally, we present two studies on the quality and usability of HIMATT. We conclude with research suggestions for the use of HIMATT and for its further development.  相似文献   

利用信息技术促进"三表"的原理与策略——CAST通用学习设计指南   总被引：1，自引：0，他引：1  

David H.Rose  Jenna Was-son  盛群力  董皑  王文智  王静文 《当代教师教育》2009,2(1)

教育要重视使得新手学习者如何顺利地转换为专家学习者--懂得如何学习,有学习的愿望和为终身学习做好个性化准备的人.基于对大脑科学三种网络--识别网络、策略网络、情感网络和对数字媒体特性的了解,通用学习设计提出了"三表"原理:多元表征理解--聚焦学什么、多种行为表现--关注怎样学和多样表达意愿---探究为什么学.与之相配的有32种教学策略,这是从课程的四个要素出发(目标、教材、方法和评价,目前尤其考虑了教材与方法),旨在改进原有的课程在教学对象失准、教学内容不当和教学方式狭隘等缺陷.  相似文献   

Examining the "Whole Child" to Generate Usable Knowledge     

Gabrielle Rappolt-Schlichtmann  Catherine C. Ayoub  Jenna W. Gravel 《Mind, Brain, and Education》2009,3(4):209-217

Despite the promise of scientific knowledge contributing to issues facing vulnerable children, families, and communities, typical approaches to research have made applications challenging. While contemporary theories of human development offer appropriate complexity, research has mostly failed to address dynamic developmental processes. Research typically fragments or splits the human organism into "investigatable" units—biology, behavior, culture, genetics, relationships, innate modules of mind, etc.—resulting in the inevitable loss of the person as an integrated, embodied center of agency. This is problematic for generating knowledge that is usable because in educational practice the unit of analysis and application is the whole person. We discuss the problems inherent to generating usable knowledge when theory and research methodology are so deeply incongruent. In an illustrative example, we adopt a "person-in-context" perspective to demonstrate how research has led to the mischaracterization of maltreated children as immature, disorganized, and dysregulated. Using this "person-in-context" perspective in research can facilitate generating usable knowledge.  相似文献   

Motivation,Interest, and Attention: Re-defining learning in the Autism Spectrum?     

Jenna Lequia 《International Journal of Disability, Development & Education》2011,58(4):405-408

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Professional Associations and Social Networking     

J. Michael Spector  AECT President 《TechTrends》2010,54(4):3-4

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