Associations between maternal childhood maltreatment and psychopathology and aggression during pregnancy and postpartum     

Lang AJ  Rodgers CS  Lebeck MM 《Child abuse & neglect》2006,30(1):17-25

OBJECTIVE: This study examines the association between maternal childhood maltreatment and psychopathology and aggression in intimate relationships during pregnancy and the postpartum period. METHOD: Forty-four pregnant women who were recruited from an obstetric clinic and local advertising periodical completed questionnaires about childhood maltreatment and psychopathology during their first trimester of pregnancy. Approximately 1 year after the birth of the child, 32 of the original participants completed these same questionnaires. Regression models were used to test the relationship between childhood maltreatment and psychopathology and aggression during pregnancy and 1 year postpartum. RESULTS: Sexual abuse and emotional neglect were related to psychopathology during pregnancy, and emotional neglect and physical abuse and neglect predicted poorer maternal outcomes 1 year postpartum. Contrary to expectations, physical abuse was related to less aggression during pregnancy, and emotional abuse was associated with less pathology postpartum. CONCLUSIONS: The results of this study indicate that childhood maltreatment is associated with poorer maternal mental health during pregnancy and 1 year postpartum and points to the need to improve targeting and treatment of psychopathology during this time.  相似文献   

Cross-validation of the revised motivation for physical activity measure in active women     

Wilson PM  Rodgers WM  Fraser SN 《Research quarterly for exercise and sport》2002,73(4):471-477

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The departmental rating game: Measure of quantity or quality?     

Charles F. Elton  Sam A. Rodgers 《Higher Education》1973,2(4):439-446

What constitutes quality in graduate education? The most widely accepted definition has been proposed by Cartter who asked recognized scholars to rate departmental excellence in 30 disciplines. Cartter's instructions to the raters could have allowed the influence of a “halo effect” to operate. This is an error in rating which is produced when the particular characteristics being rated are contaminated by the rater's notion of the general worthiness of the object being rated. This study demonstrated that the halo effect related to size variables occurred in the Cartter study. Data were collected from public sources for each department of mathematics, physics, chemistry, and geology rated in the Cartter study as “extremely attractive,” “attractive,” “acceptable plus” and for a random sample of “less than acceptable plus” departments. These data consisted of the following size variables: (1) number of areas of specialization within a department; (2) number of faculty; (3) number of Ph.D. degrees awarded between 1960–64; (4) number of full-time students; (5) number of first year students; and (6) ratio of part-time to full-time students. Tests of statistical significance indicated that these variables differentiated the departmental ratings beyond chance expectation. A graphic illustration is provided for each discipline showing the relationships between the size measures and the mean departmental ratings. Implications of these findings are that measures of size ought not to be confused with measures of quality and that the development of measures of quality is a matter of urgent priority.  相似文献   

Evidence for a multidimensional self-efficacy for exercise scale     

Rodgers WM  Wilson PM  Hall CR  Fraser SN  Murray TC 《Research quarterly for exercise and sport》2008,79(2):222-234

This series of three studies considers the multidimensionality of exercise self-efficacy by examining the psychometric characteristics of an instrument designed to assess three behavioral subdomains: task, scheduling, and coping. In Study 1, exploratory factor analysis revealed the expected factor structure in a sample of 395 students. Confirmatory factor analysis (CFA) confirmed these results in a second sample of 282 students. In Study 2, the generalizability of the factor structure was confirmed with CFA in a randomly selected sample of 470 community adults, and discriminant validity was supported by theoretically consistent distinctions among exercisers and nonexercisers. In Study 3, change in self-efficacy in conjunction with adoption of novel exercise was examined in a sample of 58 women over 12 weeks. Observed changes in the three self-efficacy domains appeared to be relatively independent. Together, the three studies support a multidimensional conceptualization of exercise self-efficacy that can be assessed and appears to be sensitive to change in exercise behavior.  相似文献   

Effects of the TWA strategy on expository reading comprehension of students with autism     

Sarah Howorth  Christopher Lopata  Marcus Thomeer  Jonathan Rodgers 《British Journal of Special Education》2016,43(1):39-59

High‐functioning students with autism spectrum disorder (ASD) have been shown to have significant reading comprehension difficulty. This multiple baseline study examined the effect of the think before reading, think while reading, and think after reading (TWA) strategy on expository text comprehension of four boys with ASD. Following baseline, each student received six sessions of TWA instruction. Data were collected on retell and comprehension question accuracy during the baseline, intervention and maintenance phases. Results supported the effectiveness of TWA as a reading strategy to increase the expository text comprehension of students with ASD. Effects during the intervention phase were immediate and consistent for comprehension questions, with greater variability observed for retell. Data collected at maintenance suggested that the gains were sustained for both comprehension questions and retell.  相似文献   

An analysis of predictors of instruction work effort     

Jon S. Hesseldenz  Samuel A. Rodgers 《Research in higher education》1976,4(3):219-234

Various measures are presently utilized for the purposes of determining faculty teaching effort and assigning teaching loads. This study investigates how well the predictor variables of credit hours, student credit hours, contact hours, and student contact hours correlate with faculty self-report measures of time-use for each class taught. Additionally, the question of differences among measures of faculty work effort per class when faculty are classified by academic rank was investigated. The findings of this study indicate that of the commonly used measures of total faculty effort for a class only contact hours are a reliable measure, and neither the level of instruction nor the academic rank of the teacher have much to do with the faculty member's effort as measured in time for a class.  相似文献   

Should high non-completion rates amongst ethnic minority students be seen as an ethnicity issue? Evidence from a case study of a student cohort from a British University     

Timothy Rodgers 《Higher Education》2013,66(5):535-550

This paper examines the question of how the high non-completion rates found amongst ethnic minority students in UK higher education should be interpreted. US studies examining the nexus between academic performance, ethnicity and social background have concluded that ethnicity-related performance differences are not just the by-product of social class. This study examines the nature of these linkages in the UK where the composition of the ethnicity mix and the nature of the socioeconomic environment are both markedly different from the US. The paper is based on a detailed case study of a cohort from a UK university that recruits a high proportion of its students from ethnic minority backgrounds. Prima facie evidence is found which questions the assumption that the under-performance of minorities should be treated predominantly as an ethnicity issue. It is found that after controlling for socioeconomic background, minority student non-completion rates are found to be very similar to those of their White peers. Further evidence is also uncovered which suggests that in practice there are considerable complexities in the ways in which ethnic differences impact on non-completion rates. From an educational policy perspective, it is argued that more effective results might be obtained if student support initiatives aimed at reducing the non-completion rates among minority student place a greater emphasis on issues relating to their socioeconomic background.  相似文献   

The Rainbow and the Derrick     

Marie R. Rodgers 《The Educational forum》2013,77(4)

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Improving Academic Program Assessment: A Mixed Methods Study     

Megan Rodgers  Makayla P. Grays  Keston H. Fulcher  Daniel P. Jurich 《Innovative Higher Education》2013,38(5):383-395

Starting with the premise that better assessment leads to more informed decisions about student learning, we investigated the factors that lead to assessment improvement. We used “meta-assessment” (i.e., evaluating the assessment process) to identify academic programs in which the assessment process had improved over a two-year period. The use of both quantitative and qualitative methods allowed us to understand the factors leading to assessment improvement better. Through these efforts, we discovered that a program’s assessment environment and use of resources were the predominant factors leading to improvement. One resource in particular, assessment consultation, was the most cited reason for improved assessment.  相似文献   

Assessing teacher practice and development: the case of comprehensive literacy instruction     

Heather J. Hough  David Kerbow  Anthony Bryk  Gay Su Pinnell  Emily Rodgers  Emily Dexter 《School Effectiveness & School Improvement》2013,24(4):452-485

In this paper, we report on 2 studies developing, testing, and using an observation tool for measuring primary literacy instruction, the Developing Language and Literacy Teaching (DLLT) rubrics. In Study 1 (an instrumentation study), we show that the DLLT has a high level of internal consistency, that there are high levels of inter-rater reliability when the tool is used by in-school coaches, that the items order consistent with a hypothesized developmental trajectory, and that the DLLT can distinguish between novice and more experienced teachers at one time point. In Study 2 (a 3‐year longitudinal study), we show that the DLLT is sensitive to growth in teaching practice, that this growth is related to exposure to one-on-one coaching, and that teacher practice as measured by the DLLT is related to teachers' value added to student achievement year by year.  相似文献