It Takes Two to Replicate: A Mediational Model for the Impact of Parents' Stress on Adolescent Adjustment   总被引：15，自引：1，他引：15  

Rand D. Conger  Gerald R. Patterson  Xiaojia Ge 《Child development》1995,66(1):80-97

In this study of parental stress and adolescent adjustment, experiences of negative life events during the recent past were used to generate a measure of acute stress. In addition, multiple indicators based on reports from various informants were used to estimate latent constructs for parental depression, discipline practices, and adolescent adjustment. Employing 2 independent samples of families from 2 different regions of the country (rural Iowa and a medium-sized city in Oregon), structural equation models were used to test the hypothesis that in intact families acute stress experienced by parents is linked to boys' adjustment (average age equaled 11.8 years in the Oregon sample, 12.7 years in the Iowa sample) through 2 different causal mechanisms. The findings showed that parental stress was related to adjustment through stress-related parental depression that is, in turn, correlated with disrupted discipline practices. Poor discipline appears to provide the direct link with developmental outcomes. The structural equation model (SEM) used to test the proposed mediational process was consistent with the data for mothers and boys from both the Oregon and the Iowa samples. The similarity in results was less clear for fathers and boys. Implications of these results for future replication studies are discussed.  相似文献   

Moral Education Polices in Five Canadian Provinces: Seeking Clarity, Consistency and Coherency     

K. Leinweber  J. K. Donlevy  D. Gereluk  P. Patterson  J. Brar 《Interchange》2012,43(1):25-42

This paper asks the question, “What is the current status of provincial moral education polices in the five Canadian provinces which have mandated or optional moral education programs: Saskatchewan, Ontario, Quebec, British Columbia, and Alberta?” It then offers a response through an analysis of the relevant policies in those provinces that draws upon Sanger and Osguthorpe’s Moral Work of Teaching Framework. It concludes with the finding that there is a lack of clarity, consistency, and coherence in those policies which could be addressed through their ongoing examination, combined with the development of standardized terminology, and clearly stated definitions and assumptions.  相似文献   

Number of childhood abuse perpetrators and the occurrence of depressive episodes in adulthood     

Liu RT  Jager-Hyman S  Wagner CA  Alloy LB  Gibb BE 《Child abuse & neglect》2012,36(4):323-332

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Bioinformatics Education in High School: Implications for Promoting Science,Technology, Engineering,and Mathematics Careers     

Dina N. Kovarik  Davis G. Patterson  Carolyn Cohen  Elizabeth A. Sanders  Karen A. Peterson  Sandra G. Porter  Jeanne Ting Chowning 《CBE life sciences education》2013,12(3):441-459

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.  相似文献   

The Impact of Subjective Camera in Sports on Arousal and Enjoyment     

R. Glenn Cummins  Justin R. Keene  Brandon H. Nutting 《Mass Communication and Society》2013,16(1):74-97

Although scholars have generated much research examining enjoyment of mediated sports, much of it has failed to explore how visual production elements shape viewer response. This study examines the impact of one increasingly common technique, subjective camera, on viewer arousal and enjoyment of game play. Participants viewed multiple plays from a college football game that varied in excitatory potential as well as viewing angle. Game play viewed via subjective camera elicited a greater sense of presence in the mediated environment and elicited more frequent arousal responses compared to traditional sideline perspectives of game play. However, the impact of viewing angle on enjoyment as well as self-reported arousal was dependent upon the exciting or dull nature of game play. Invoking the dynamics of excitation transfer theory, we discuss the potential explanations for this relationship as well as its implications for sports broadcasters.  相似文献   

Socioemotional Selectivity Theory and the Macrodynamics of Friendship: The Role of Friendship Style and Communication in Friendship across the Lifespan     

Kevin B. Wright  Brian R. Patterson 《Communication Research Reports》2013,30(3):163-170

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Development of a Learning Progression for the Formation of the Solar System     

Julia D. Plummer  Christopher Palma  Alice Flarend  KeriAnn Rubin  Yann Shiou Ong  Brandon Botzer 《International Journal of Science Education》2013,35(9):1381-1401

This study describes the process of defining a hypothetical learning progression (LP) for astronomy around the big idea of Solar System formation. At the most sophisticated level, students can explain how the formation process led to the current Solar System by considering how the planets formed from the collapse of a rotating cloud of gas and dust. Development of this LP was conducted in 2 phases. First, we interviewed middle school, high school, and college students (N?=?44), asking them to describe properties of the current Solar System and to explain how the Solar System was formed. Second, we interviewed 6th-grade students (N?=?24) before and after a 15-week astronomy curriculum designed around the big idea. Our analysis provides evidence for potential levels of sophistication within the hypothetical LP, while also revealing common alternative conceptions or areas of limited understanding that could form barriers to progress if not addressed by instruction. For example, many students' understanding of Solar System phenomena was limited by either alternative ideas about gravity or limited application of momentum in their explanations. Few students approached a scientific-level explanation, but their responses revealed possible stepping stones that could be built upon with appropriate instruction.  相似文献   

The Relationship Between Academic Major and Environmentalism Among College Students: Is it Mediated by the Effects of Gender,Political Ideology and Financial Security?     

Kenneth Brandon Lang 《The Journal of environmental education》2013,44(4):203-215

Several studies have found a relationship between college students’ academic majors and their environmental attitudes and behaviors. Results from this study of incoming first-year students at a medium-sized public university suggest that students majoring in different programs of study were likely to have different environmental attitudes and behaviors. There were also differences in the proportions of women, political liberals, and financially secure students in each of the different majors. When controlling for the effects of gender, political ideology, and financial security, incoming business majors scored lower on two of the four measures of environmentalism than incoming students in the other majors. The findings in this study suggest that incoming students choose majors that are consistent with their worldviews.  相似文献   

Coparenting Among Lesbian,Gay, and Heterosexual Couples: Associations With Adopted Children's Outcomes     

Rachel H. Farr  Charlotte J. Patterson 《Child development》2013,84(4):1226-1240

Coparenting is associated with child behavior in families with heterosexual parents, but less is known about coparenting among lesbian‐ and gay‐parent families. Associations were studied among self‐reported divisions of labor, coparenting observations, and child adjustment (M_age = 3 years) among 104 adoptive families headed by lesbian, gay, or heterosexual couples. Lesbian and gay couples reported sharing child care, whereas heterosexual couples reported specialization (i.e., mothers did more child care than fathers). Observations confirmed this pattern—lesbian and gay parents participated more equally than heterosexual parents during family interaction. Lesbian couples showed the most supportive and least undermining behavior, whereas gay couples showed the least supportive behavior, and heterosexual couples the most undermining behavior. Overall, supportive coparenting was associated with better child adjustment.  相似文献   

Re-reading the reading lesson: episodes in the history of reading pedagogy     

Bill Green  Phillip Cormack  Annette Patterson 《牛津教育评论》2013,39(3):329-344

Reading pedagogy is constantly an object of discussion and debate in contemporary policy and practice but is rarely a matter for historical inquiry. This paper reports from a recent study of the history of reading pedagogy in Australia and beyond. It focuses on a recurring figure in the historical record—the ‘reading lesson’. Presented as a distinctive trope, the reading lesson is traced in its regularity in and through the discourse of reading pedagogy, starting in 1930s Australia and moving back into 19th-century Europe, and with specific reference to the UK and the USA. Teaching reading is expressly identified as a moral project—something that, it can be argued, clearly continues into the present.  相似文献