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1.
The aim of the present study was to further validate the Parental Stress Index (PSI; Abidin, 1990) which claims to measure distinct sources of stress related to the parent and the child. Two hundred and forty five mothers completed the French version of the PSI and other questionnaires including the DAS (Spanier, 1976), the CBCL (Achenbach & Edelbrock, 1981) and the BDI (Beck, et al., 1961). A subsample of 218 mothers and their preschoolers were also directly observed during a problem solving task in the laboratory. In general, regression analyses indicated that both parent and child scales contributed significantly and independently to the prediction of marital adjustment, depression, the child's problems as reported by the mother and behaviors observed in the laboratory. As expected, the parent's scale when entered first explained most of the variance for factors related to the mother, such as marital adjustment (29%) and depression (45%), and the child's scale obtained no significant results when entered last. Moreover, the child's scale contributed over and above the parent's scale in predicting the child's difficulties (12%) as reported by the mother, and accounted for all the variance when entered first (31%). Intriguingly, results showed that the child scale significantly predicted mother and child behavior in the laboratory situation, but the parent scale contributed to the explained variance only when entered first. In general, these results suggest that the two main factors of the PSI represent valid and relatively independent sources of information. Considering clinical and research applications, the PSI may be particularly useful in assessing combinations of stressors, which appear to be specifically harmful for the parent-child relationship. 相似文献
2.
Based on the teachers’ lectures and evaluations we elaborate on a model of the aspects of learning. Inside the framework of this model three ways for solving a given problem relating to the previous teaching are presented. We describe and analyse a method which is useful in selecting an evaluation task adapted to intended objectives, helps in the interpretation of the students’ performances and acts as a guide to the possible inferences about what the students acquire. 相似文献
3.
Adam J. Hoffman Florence Dumas Florence Loose Annique Smeding Beth Kurtz-Costes Isabelle Régner 《Child development》2019,90(3):e306-e321
Trajectories of gender identity were examined from Grade 6 (Mage = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls. European French girls and boys and North African French girls reported decreasing gender typicality from Grade 6 to Grade 9, whereas North African French boys did not change. Felt pressure decreased among girls, did not change in European French boys, and increased in North African French boys. Ethnic and gender differences in gender identity development are discussed. 相似文献
4.
本文运用会话分析中的话轮交替模式来分析Alexandre Dumas fils的剧本《茶花女》第九章的一段对话,展示戏剧中人物性格。本文中具体分析话轮交替机制主要包括的三个方面,即话轮分配、话轮分布和话轮序列。 相似文献
5.
Dumas L 《The Journal of perinatal education》2002,11(3):1-9
Focus group interviews are a useful qualitative research technique to obtain data from small groups about their opinions, attitudes, and/or feelings on a given subject. This particular technique has been used in Western Quebec in order to reveal the opinions, needs, and feelings of health professionals and future parents concerning prenatal education. As part of the region's priorities for 2002, all future parents in this part of the province were to be offered prenatal, government-paid, community health education. Consequently, the Ministry of Health at the regional level sought a customized program for all community centers, based on identified regional needs and recent research. This program had to prove to be innovative, user-friendly, effective, and efficient. After reviewing the literature and conducting discussions with representatives from all regional health agencies throughout the province, the author of this article designed and conducted focus groups with perinatal health professionals from all community centers and hospitals of the Outaouais region. Later, focus groups were also conducted with parents. Following the analysis of the data and comparisons with existing resources, the author of this paper designed and proposed a specific program aimed at the empowerment of future parents. This paper reports the original problem and its context, the research methodology, and the proposed program (underlying philosophy, objectives, content, and educational techniques). 相似文献
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7.
Wayne Dumas 《Clearing house (Menasha, Wis.)》2013,86(6):282-283
8.
Collaboration in teaching can take different forms, including the model of coteaching. This educational strategy requires time, effort, commitment, and collaboration between partners in order to ensure an enhanced teaching and learning experience. Little has been written recently on the theory of coteaching. The literature does not address the subject of coteaching or team teaching from a combined theoretical and clinical perspective. Two professors in nursing sciences present their experience in coteaching over a 4-year period, covering a theoretical course and a clinical practicum at the basic baccalaureate level, as well as the supervision of clinical preceptors for this same practicum. They describe the conceptual, personal, and environmental conditions that enabled them to use this particular form of teaching at this point in their careers. They discuss how the concept works as well as the advantages and disadvantages from the perspective of professors, students, and preceptors. Recommendations are made for implementing such a strategy while minimizing the risks for the program, the teachers, the students, and the educational milieux. Their discussion may provide insight for programs that prepare childbirth educators. 相似文献
9.
Yoann Blache Thomas Creveaux Raphaël Dumas Laurence Chèze Isabelle Rogowski 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(1):127-142
The primary role of the shoulder joint in tennis forehand drive is at the expense of the loadings undergone by this joint. Nevertheless, few studies investigated glenohumeral (GH) contact forces during forehand drives. The aim of this study was to investigate GH compressive and shearing forces during the flat and topspin forehand drives in advanced tennis players. 3D kinematics of flat and topspin forehand drives of 11 advanced tennis players were recorded. The Delft Shoulder and Elbow musculoskeletal model was implemented to assess the magnitude and orientation of GH contact forces during the forehand drives. The results showed no differences in magnitude and orientation of GH contact forces between the flat and topspin forehand drives. The estimated maximal GH contact force during the forward swing phase was 3573 ± 1383 N, which was on average 1.25 times greater than during the follow-through phase, and 5.8 times greater than during the backswing phase. Regardless the phase of the forehand drive, GH contact forces pointed towards the anterior-superior part of the glenoid therefore standing for shearing forces. Knowledge of GH contact forces during real sport tasks performed at high velocity may improve the understanding of various sport-specific adaptations and causative factors for shoulder problems. 相似文献
10.
Isabelle Régner Florence Loose Florence Dumas 《European Journal of Psychology of Education - EJPE》2009,24(2):263-277
The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement
(i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French
junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic
involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental
academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting
monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were
positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring
was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher
involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of
parental and teacher academic socialization. 相似文献