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Does Parent–Child Discussion of Peer Provocations Reduce Young Children's Hostile Attributional Bias? 
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下载免费PDF全文 Anouk van Dijk Astrid M.G. Poorthuis Sander Thomaes Bram O. de Castro 《Child development》2018,89(5):1908-1920
Two studies investigated whether parent–child discussion of peer provocations reduces young children's hostile attributional bias. Study 1 (N = 109, age 4–7)—an observational study—showed that parent–child discussion of nonhostile attributions (when reading a picture book) predicted reductions in children's hostile attributional bias from pre‐ to postdiscussion. Study 2 (N = 160, age 4–6)—an experimental study—showed that stimulating parents to discuss either nonhostile attributions or normative beliefs (vs. a control condition) reduced children's hostile attributional bias in response to hypothetical vignettes, but not in response to a staged peer provocation. These findings suggest that by framing social situations, parents may help their children perceive less hostility in their social worlds. 相似文献
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Omid Noroozi Maria C. Busstra Martin Mulder Harm J. A. Biemans Hilde Tobi Anouk Geelen Pieter van’t Veer Mohammad Chizari 《Educational technology research and development : ETR & D》2012,60(2):193-221
This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation
(information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and
type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student
knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment
in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction
than those who received information only before each cluster. The students within the two separate information presentation
conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion
or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster,
online discussion led to better results than personal discussion. When supportive information had been presented during the
learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction.
Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the
learning task clusters in IDLM. 相似文献
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Age‐related differences in temporal discounting (TD) and risk taking, and their association, were examined in adolescents and young adults (n = 337) aged 12–27 years. Since monetary rewards are typically used in TD and risk‐taking tasks, the association between monetary reward valuation and age and decision making in these tasks was explored as well. TD declined linearly with age, with a particularly sharp decline from 15 to 16 years. In contrast, risk taking was not correlated with age and TD. Reward valuation was not associated with TD and risk taking, and age‐related differences in TD remained significant after controlling for reward valuation. Together, these findings suggest that risk taking and TD are two separate constructs with distinct age‐related differences in adolescence and young adulthood. 相似文献
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Dennis van Poppel Maarten van der Worp Anouk Slabbekoorn Sylvia S.P.van den Heuvel Marienke van Middelkoop Bart W.Koes Arianne P.Verhagen Gwendolyne G.M.Scholten-Peeters 《运动与健康科学(英文)》2021,10(1):14-28
Purpose:The aim of this study was to review information about risk factors for lower extremity running injuries in both short-distance(mean running distance-20 km/week and-10 km/session)and long-distance runners(mean running distance>20 km/week and>10 km/session).Methods:Electronic databases were searched for articles published up to February 2019.Prospective cohort studies using multivariable analysis for the assessment of individual risk factors or risk models for the occurrence of lower extremity running injuries were included.Two reviewers independently selected studies for eligibility and assessed risk of bias with the Quality in Prognostic Studies Tool.The GRADE approach was used to assess the quality of the evidence.Results:A total of 29 studies were included:17 studies focused on short-distance runners,11 studies focused on long-distance runners,and 1 study focused on both types of runners.A previous running-related injury was the strongest risk factor for an injury for long-distance runners,with moderate-quality evidence.Previous injuries not attributed to running was the strongest risk factor for an injury for short-distance runners,with high-quality evidence.Higher body mass index,higher age,sex(male),having no previous running experience,and lower running volume were strong risk factors,with moderate quality evidence,for short-distance runners.Low-quality evidence was found for all risk models as predictors of runningrelated injuries among short-and long-distance runners.Conclusion:Several risk factors for lower extremity injuries have been identified among short-and long-distance runners,but the quality of evidence for these risk factors for running-related injuries is limited.Running injuries seem to have a multifactorial origin both in short-and long-distance runners. 相似文献
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Anouk Van Der Wildt Piet Van Avermaet Mieke Van Houtte 《School Effectiveness & School Improvement》2017,28(1):136-152
Mainstream teachers struggle with linguistic diversity, often leading to restricting multilingualism. Scientific research, however, recommends including pupils’ home languages in school. Various qualitative studies have evaluated implementations in schools and indicated possibilities for improving teachers’ attitudes towards multilingualism. This paper evaluates an experimental implementation targeting an increase in tolerance towards multilingualism. The implementation was facilitated by external school coaches and consisted of 3 experimental tools affecting the school. Data originated from 62 Flemish primary schools (of which half were experimental schools) that participated in 3 survey waves (2012 and 2014; 763 teachers completed both waves). We used multilevel regression. We concluded that the implementation leads to higher rates of tolerance. The fulfilment of the basic conditions needed for a successful change was important, and the linguistic diversity of the pupil population and the investment by external school coaches did not affect the tolerant practices of teachers towards multilingualism. 相似文献
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Sophie C. Alsem Anouk van Dijk Esmée E. Verhulp Tycho J. Dekkers Bram O. De Castro 《Child development》2023,94(6):e344-e361
This multicenter randomized controlled trial investigated whether interactive virtual reality enhanced effectiveness of Cognitive Behavioral Therapy (CBT) to reduce children's aggressive behavior problems. Boys with aggressive behavior problems (N = 115; Mage = 10.58, SD = 1.48; 95.7% born in Netherlands) were randomized into three groups: CBT with virtual reality, CBT with roleplays, or care-as-usual. Bayesian analyses showed that CBT with virtual reality more likely reduced aggressive behavior compared to care-as-usual for six of seven outcomes (ds 0.19–0.95), and compared to CBT with roleplays for four outcomes (ds 0.14–0.68). Moreover, compared to roleplays, virtual reality more likely enhanced children's emotional engagement, practice immersion, and treatment appreciation. Thus, virtual reality may be a promising tool to enhance CBT effectiveness for children with aggressive behavior problems. 相似文献
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