Infant Proneness-to-Distress Temperament, Maternal Personality, and Mother-Infant Attachment: Associations and Goodness of Fit   总被引：3，自引：1，他引：3  

Sarah Mangelsdorf  Megan Gunnar  Roberta Kestenbaum  Sarah Lang  Debra Andreas 《Child development》1990,61(3):820-831

66 mother-infant pairs were examined when the infants were 9 and 13 months. The purpose of this report was to examine relations between infant proneness-to-distress temperament, maternal personality characteristics, and mother-infant attachment. There were no main-effect relations between infant proneness-to-distress temperament as assessed at 9 months and infant attachment classification at 13 months. This was true whether security of attachment (A and C vs. B) or proposed temperament (A1-B2 vs. B3-C2) groupings of attachment classifications were examined. Infant proneness-to-distress temperament, however, was associated with maternal behavior and personality. Furthermore, security of attachment could be predicted by an interaction between maternal personality and infant proneness-to-distress. The importance of considering goodness-of-fit relations in predicting attachment security is discussed.  相似文献   

Enhancing comprehension in small reading groups using a manipulation strategy     

Arthur M. Glenberg  Megan Brown  Joel R. Levin 《Contemporary educational psychology》2007

Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups.  相似文献   

Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of Western science     

Fleer  Marilyn  Adams  Megan  Gunstone  Richard 《Cultural Studies of Science Education》2019,14(4):1045-1069

Cultural Studies of Science Education - As increasing numbers of families migrate from a range of countries into communities where Western science is viewed as valued curriculum content, a need for...  相似文献   

Voices from the Field: Perspectives of U.S. Kinesiology Chairs on Opportunities,Challenges, and the Role of Mentoring in the Chair Position     

Lynda B. Ransdell  Nhu Nguyen  Mary A. Hums  Megan Clark  Sarah B. Williams 《Quest (Human Kinetics)》2018,70(2):234-255

This study examined perspectives of U.S. collegiate kinesiology department chairs (n = 54/144; 37.5% response rate) relative to: (a) opportunities and most enjoyable aspects of being a department chair, (b) challenges and least enjoyable aspects of being a department chair, and (c) perspectives on mentoring. The majority of participants enjoyed their chair role (90%) and did not aspire to advance in administration (61%). Job-related opportunities included mentoring others, facilitating department success, and leading initiatives (e.g., curricula, policies, and finances). Job-related challenges included a lack of university support, personnel issues, and urgent requests for information. Many had a mentor for a long time (mean = 7.9 ± 7.6 years; range 1 to 28 years), and the majority (71%) did not consider their dean a mentor. Protégés appreciated their mentors’ experience, listening skills, and willingness to share information, advice, and empathy. Results from this study provide helpful information for serving as a kinesiology chair.  相似文献   

Examining Personal,Perceived, Treatment,and Self-Stigma in College Students: The Role of Parent Beliefs and Mental Health Literacy     

Sarah G. Ross  Brianna Bruggeman  Melanie Maldonado  Megan Deiling 《Journal of College Student Psychotherapy》2020,34(3):183-197

ABSTRACT

Although college student mental health concerns are on the rise, many struggling students do not seek psychological treatment when needed. Stigma toward psychological treatment has been demonstrated to influence intent to seek treatment in college student populations. This study aimed to identify factors that predict treatment stigma in college students by examining other forms of student-held stigma, parent-held stigma, and mental health literacy. Results indicated that student-held personal, perceived, and self-stigma all predicted student attitudes toward treatment, while parent-held personal stigma was found to predict self-stigma in students. Those individuals who had received previous education about psychological disorders had lower levels of personal stigma, and, surprisingly, higher levels of self-stigma. Implications for campus outreach programming are discussed.  相似文献   

A Qualitative Exploration of Romantic Partners’ Motives for and Content of Communication with Friends Following Negative Relational Events     

Jessalyn I. Vallade  Megan R. Dillow  Scott A. Myers 《Communication quarterly》2016,64(3):348-368

The purpose of this study was to explore young adults’ motives for and content of extradyadic interactions with friends following a negative relational event in a romantic relationship. Focus group discussions with young adults revealed the following partner motives: improving affect, managing uncertainty, obtaining clarity, and entertainment. In turn, friends were motivated by issues of honesty, friendship quality, and a desire to protect or comfort their friend. Both partners and friends discussed the use of a variety of negative, neutral, and positive message content. Results provide an exploratory look at extradyadic interactions that may have important implications for relationship functioning.  相似文献   

Instructional Investment or Administrative Bloat: The Effects of Charter System Conversion on Resource Allocations and Staffing Patterns     

Dennis A. Kramer II  Megan Lane  Melvin Tanner 《Journal of School Choice》2017,11(2):298-325

Despite the growing call for local autonomy and flexibility, few scholars have examined the role of school district–level flexibility on resource allocation and staffing patterns. Leveraging the charter system law within the State of Georgia, we utilize a generalized difference-in-differences approach to estimate the impact of flexibility of system-level expenditures and staffing changes. We find evidence of increases in central office spending and staffing post-conversion to a charter system. In addition, we find evidence that local support is replaced by the state-funded supplemental funding.  相似文献   

Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties     

Megan Hebert  Xiaozhou Zhang  Rauno Parrila 《Annals of dyslexia》2018,68(1):15-24

The current study aimed to examine performance times during text reading and question answering of students with and without a history of reading difficulties. Forty-three university students with a history of reading difficulties (HRD) were compared to 124 university students without a history of reading difficulties on measures of word and nonword reading rate, text reading rate and comprehension, and question answering times. Results showed that students with HRD demonstrated slower word, nonword, and text reading rates than their peers, but had comparable reading comprehension scores. Results also showed that students with HRD took longer to answer specific types of questions even when reading rate was controlled. Specifically, when word reading rate was controlled, students with HRD took longer to answer vocabulary, literal, inferential, and background knowledge questions. When text reading rate was controlled, they still took longer to answer literal, inferential, and background knowledge questions. These results suggest that students with a history of reading difficulties require extra time to complete reading comprehension measures for reasons other than just slower word and text reading rate. Findings of this study have implications for supporting university students with a history of reading difficulties.  相似文献   

High ability students with coexisting disabilities: Implications for school psychological practice     

Megan Foley-Nicpon  Susan G. Assouline 《Psychology in the schools》2020,57(10):1615-1626

School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed participation in gifted education opportunities and the likelihood of receiving accommodations, as well as decrease missed diagnoses. Based on our review of the empirical literature within domains of twice-exceptionality (e.g., attention deficit hyperactivity disorder, autism spectrum disorder, and specific learning disability), we provide recommendations for how school psychologists can interpret formative and summative assessments taken by twice-exceptional students and subsequently help design educational plans that will meet their unique needs.  相似文献   

Student Motivation and Internet Technology: Are Students Empowered to Learn Science?     

Megan Mistler‐Jackson  Nancy Butler Songer 《科学教学研究杂志》2000,37(5):459-479

The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on‐line communication in a reform‐minded, inquiry‐based curricular program. This article presents case study data on one sixth‐grade classroom of KGS participants during the 8‐week program. Six students representing three motivation levels were selected for intensive study to help illustrate how different students view learning science and the use of technology both before and after a technology‐rich program. Pre‐ and postassessment scores were analyzed for the entire class, and the six students' comments from individual interviews served as one example of voices for each motivation group. Results indicated that students made significant gains in weather content knowledge as measured by written assessments, and interviews revealed a high level of student motivation and satisfaction with the project. We conclude with a discussion of the program characteristics we believe are important for creating a learning environment that fosters the motivation and achievement we observed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 459–479, 2000.  相似文献