排序方式： 共有8条查询结果，搜索用时 15 毫秒
1
1.
This study examined the association between 3 components of ethnic identity (exploration, resolution, and affirmation) and factors related to family, neighborhood, and individual characteristics. The purpose was to identity factors that are positively associated with adolescent ethnic identity among a sample of 187 Latino adolescents with a mean age of 14.61. The findings suggested that family ethnic socialization was directly associated with exploration and resolution, but not ethnic affirmation. Analyses with moderator variables suggested that associations between family ethnic socialization and ethnic affirmation varied based on parental behaviors and neighborhood characteristics. The results also suggested that ethnic affirmation, but not exploration or resolution, was positively associated with teacher reports of school performance. 相似文献
2.
3.
The Honey and Mumford Learning Style questionnaire was applied to undergraduate students at the first and third year level courses in Nursing, Optometry and Podiatryin the Queensland University of Technology Faculty of Health Science, and to students in the post‐graduate courses in Nursing and Nutrition and Dietetics. With one exception, there were no significant differences between first and third year student results for any learning style or course. The mean scores from all courses fell within the normal range defined by Honey and Mumford, but some differences were identified in the preferred learning styles across the different disciplines.
The implications of these findings are discussed with respect to the use of different teaching techniques such as structured lectures, practical exercises, case discussions and role‐play, as the findings may be used to predict the type of instructional techniques which would be most effective. Recommendations are made on the most appropriate of these techniques for different health science courses. 相似文献
4.
John D. Haltigan Esther M. Leerkes Maria S. Wong Keren Fortuna Glenn I. Roisman Andrew J. Supple Marion O'Brien Susan D. Calkins André Plamondon 《Child development》2014,85(3):1019-1035
This study examined the developmental significance of mothers' adult attachment representations assessed prenatally with the Adult Attachment Interview in relation to observed maternal sensitivity at 6 months postpartum in an ethnically diverse sample (N = 131 African American; N = 128 European American). Multiple‐group confirmatory factor analyses provided evidence for partial measurement invariance of a two‐factor dismissing and preoccupied latent structure of adult attachment across the two ethnic groups of women. African American women showed modest elevations on the preoccupied factor relative to European American women. Although the dismissing factor showed an empirically equivalent negative association with maternal sensitivity in both ethnic groups, this effect was reduced to marginal significance when controlling for maternal socioeconomic status. 相似文献
5.
Briony D. Pulford 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):31-39
The influence of asynchronous discussion in a virtual learning environment, Blackboard, on subsequent coursework grades was examined with 166 psychology students to determine whether asking questions of the tutor online, and/or reading the questions and the given advice, influenced the grades on the report they were writing. A repeated‐measures quasiexperimental design was used, with and without Blackboard available, to control for confounding variables. The grades on the assignment with Blackboard available were significantly higher than those on the previous assignment (when Blackboard was unavailable). Students who never used Blackboard had significantly lower grades on the assignment than the students who had used it. There was a positive relationship between the number of messages read and the grade achieved on the assignment. Students who read the most discussion board posts wrote significantly better reports (up by 4%) than they had previously. No improvement in grades occurred for the people who read no posts at all. Both the students who asked questions and those who just read the questions and answers (‘lurkers’) ended up with significantly better grades than they had done before Blackboard was introduced. 相似文献
6.
Antecedents of Maternal Sensitivity During Distressing Tasks: Integrating Attachment,Social Information Processing,and Psychobiological Perspectives 
下载免费PDF全文
下载免费PDF全文 Esther M. Leerkes Andrew J. Supple Marion O'Brien Susan D. Calkins John D. Haltigan Maria S. Wong Keren Fortuna 《Child development》2015,86(1):94-111
Predictors of maternal sensitivity to infant distress were examined among 259 primiparous mothers. The Adult Attachment Interview, self‐reports of personality and emotional functioning, and measures of physiological, emotional, and cognitive responses to videotapes of crying infants were administered prenatally. Maternal sensitivity was observed during three distress‐eliciting tasks when infants were 6 months old. Coherence of mind was directly associated with higher maternal sensitivity to distress. Mothers' heightened emotional risk was indirectly associated with lower sensitivity via mothers' self‐focused and negative processing of infant cry cues. Likewise, high physiological arousal accompanied by poor physiological regulation in response to infant crying was indirectly associated with lower maternal sensitivity to distress through mothers' self‐focused and negative processing of infant cry cues. 相似文献
7.
In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members
who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall
positive experiences in the accelerated courses, particularly in the social aspects of learning, higher than usual motivation,
and confidence in their learning. However, both faculty and students raised concerns about the scope and timing of assessment
tasks, student workload expectations, faculty workload, and administration of courses. We offer recommendations regarding
implementation, assessment practices, and management of learning in an accelerated timeframe. 相似文献
8.
1