Intergenerational transmission of warm-sensitive-stimulating parenting: a prospective study of mothers and fathers of 3-year-olds     

Belsky J  Jaffee SR  Sligo J  Woodward L  Silva PA 《Child development》2005,76(2):384-396

More than 200 New Zealand men and women studied repeatedly since age 3 were videotaped interacting with their own 3-year-old children to determine (a) whether childrearing and family climate experienced in 3 distinct developmental periods while growing up (i.e., early childhood, middle childhood, early adolescence) predicted parenting and (b) whether romantic relationship quality moderated the effect of childrearing history on observed parenting. Support for the first hypothesis emerged across all 3 developmental periods for mothers (only), with no evidence of moderating effects of romantic relationship quality for mothers or fathers. Results are discussed in terms of supportive versus harsh parenting, mother-father differences, and the characteristics of the sample.  相似文献   

The secret identity of science education: masculine and politically conservative?     

Jay Lemke 《Cultural Studies of Science Education》2011,6(2):287-292

This response to Jesse Bazzul and Heather Sykes’ paper, The secret identity of a biology textbook: straight and naturally sexed, explores their critiques of textbooks and curricula that authoritatively present scientific accounts of the natural world without engaging students in critical thinking. It proposes that we need to go beyond such useful critiques to develop alternatives to the unsatisfactory heteronormative status quo in biology textbooks and in science education more generally.  相似文献   

MOTIVATIONAL BELIEFS AND LEARNING STRATEGIES IN ORGANIC CHEMISTRY     

Douglas Jay Lynch  Hernando Trujillo 《International Journal of Science and Mathematics Education》2011,9(6):1351-1365

Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about their probability of success and how to study. This study is theoretically aligned with self-regulated learning research. Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry. Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable gender difference suggests that female chemistry students may especially profit from focused faculty intervention.  相似文献   

The Museum and Its Relationships as a Loosely Coupled System     

Jay Rounds 《Curator: The Museum Journal》2012,55(4):413-434

Abstract Currently dominant ideas about the social accountability of museums demand that museums produce “intended outcomes”: positive changes to visitors. Proponents commonly depict this process as a “logic model,” a tightly controlled sequence of events that moves from goal to intended outcome. A tightly coupled system obliges all elements to work toward a common goal. But studies in a variety of fields have shown that tightly coupled systems are achievable only under specific environmental conditions, which are not met within the network of relationships in which museums work. Instead, this article views the museum and its relationships as a loosely coupled system. Each element has its own purposes, and strives to maintain its own autonomy. Interests overlap, but are not identical. In the loosely coupled system, encounters generate a wide and unpredictable range of events. This approach offers advantages for the long‐term sustainability of museums.  相似文献   

Changing and evolving relationships between two- and four-year colleges and universities: they're not your parents' community colleges anymore     

Labov JB 《CBE life sciences education》2012,11(2):121-128

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Interactional Synchrony and the Origins of Infant-Mother Attachment: A Replication Study   总被引：1，自引：0，他引：1  

Russell A. Isabella  Jay Belsky 《Child development》1991,62(2):373-384

This study sought to replicate previous work in testing the hypothesis that interactions of dyads developing secure attachment relationships would be characterized by disproportionately synchronous and those of dyads developing insecure relationships by disproportionately asynchronous exchanges. Additionally, a priori hypotheses were tested regarding expected differences in the interactional histories of dyads developing insecure-avoidant and insecure-resistant attachments. Results supported the study's predictions in all cases. Dyads developing secure attachments were observed at 3 and 9 months to interact in a disproportionately well-timed, reciprocal, and mutually rewarding manner; dyads developing insecure relationships were disproportionately characterized by interactions in which mothers were minimally involved, unresponsive to infant signals, or intrusive. Within the insecure group, as predicted, 3- and 9-month interactions of avoidant dyads were characterized by maternal intrusiveness and overstimulation; resistant dyads were characterized at both ages by poorly coordinated interactions in which mothers were underinvolved and inconsistent. These findings are discussed as they lend to a growing body of evidence concerning associations between differential interactional histories and attachment quality.  相似文献   

Conditions of Continuity and Discontinuity in Infant Negative Emotionality: Newborn to Five Months   总被引：1，自引：0，他引：1  

Margaret Fish  Cynthia A. Stifter  Jay Belsky 《Child development》1991,62(6):1525-1537

This study investigated infant and caregiving-environment variables associated with continuity and discontinuity in infant negative emotionality between the newborn period and 5 months of age. Comparisons were made between groups of infants who evidenced similar levels of crying as neonates but differed by 5 months of age. For initially high-crying infants, mother personality traits, marital quality, and infant variables measured neonatally discriminated stable from changing infants. Ratings of mother sensitivity and infant responsiveness made at 5 months of age also related to continuity and discontinuity in negative emotionality over the first 5 months.  相似文献   

The Determinants of Coparenting in Families with Toddler Boys: Spousal Differences and Daily Hassles   总被引：1，自引：0，他引：1  

Jay Belsky  Keith Crnic  Sara Gable 《Child development》1995,66(3):629-642

In order to advance understanding of the phenomenon of coparenting, naturalistic observations of firstborn sons were undertaken when they were 15 months of age at a time when both parents were home and family life was demanding. Narrative records of coparenting events were scored to determine the frequency with which parents supported and undermined each other and to test two hypotheses pertaining to individual differences in coparenting: that greater differences between spouses in demographic factors, personality, styles of relatedness and child-rearing attitudes would forecast more unsupportive and less supportive coparenting; and that the adverse effects of such spousal differences would be amplified by high levels of family stress, as indexed by frequency and intensity of daily hassles. Both hypotheses received support and are discussed in turn.  相似文献   

Infant Auditory Temporal Acuity: Gap Detection     

Lynne A. Werner  G. Cameron Marean  Christopher F. Halpin  Naney Benson Spetner  Jay M. Gillenwater 《Child development》1992,63(2):260-272

The development of auditory temporal acuity during infancy was examined in 3-, 6-, and 12-month-old infants and in adults using the gap detection paradigm. Listeners detected a series of gaps, or silent intervals, or variable duration in a broadband noise. In order to vary the acoustic frequencies available to the listener, a high-pass noise was used to mask frequencies above specified cutoffs. High-pass maskers with cutoffs of 500, 2,000, and 8,000 Hz were used. The minimum detectable gap was determined using the Observer-based Psychoacoustic Procedure. The thresholds of 3- and 6-month-olds were considerably poorer than those of the adults, although the effect of masker condition was about the same for these 3 groups. The thresholds of 12-month-olds were significantly worse than the adults when the stimulus was unmasked or when the masker cutoff frequency was 2,000 or 8,000 Hz. When the masker cutoff frequency was 500 Hz, 12-month-olds fell into 2 groups: some had gap thresholds that were about the same as 3- and 6-month-olds, while some had gap thresholds that approached those of adults. In a second experiment, a larger group of 12-month-olds were tested with a 500-Hz masker cutoff. Average performance of 12-month-olds was about the same as that of 3- and 6-month-olds in Experiment 1. Some infants attained thresholds close to those of adults. Thus, gap detection thresholds are quite poor in infants, although the similarity of the effect of frequency on performance in infants and adults suggests that the mechanisms governing temporal resolution in infants operate qualitatively like those in adults.  相似文献   

Three theoretical models of child abuse: A critical review     

Jay Belsky 《Child abuse & neglect》1978,2(1):37-49

A review of the research on child abuse suggests three basic theoretical models to account for the etiology of abuse: (1) a psychiatric model emphasizing the role of the individual abuser; (2) a sociological model highlighting the role of social factors in abuse; and (3) the effect of the child on caregiver model pointing toward the role the child plays in stimulating his own maltreatment. After reviewing the research evidence in support of each model as well as documenting the inadequacies of each, it is concluded that only a comprehensive framework, subsuming each model, can expect to account for the occurrence of abuse. Furthermore, if treatment and prevention strategies hope to succeed in combatting this disturbing social problem, they must address the influential components highlighted by each of these three models.  相似文献