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Kostas A. Fanti Katerina Konikkou Giorgos Georgiou Maria Petridou Chara Demetriou Georgia Soursou Melina Nicole Kyranides 《Child development》2023,94(2):363-379
This study investigated whether the associations between parental distress with conduct problems (CPs) and prosocial behaviors (PBs) are moderated by children's skin conductance (SC) and heart rate (HR) reactivity to fear. Participants were 147 Greek-Cypriot children (Mage = 7.30, 44.2% girls), selected from a larger screening sample (data were collected from 2015 to 2018). Longitudinal associations suggested that children with high HR reactivity to fear were more likely to display PB, whereas those with low SC reactivity were more likely to engage in CP behaviors. In contrast, interaction effects suggested that children high on SC reactivity to fear were more susceptible to the effects of parental distress, as indicated by their higher vulnerability to engage in CP (cross-sectionally) behaviors and their lower scores on PB (cross-sectionally and longitudinally). 相似文献
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Background:Public health guidelines have called for innovative and flexible physical activity(PA)intervention strategies to promote PA and health amid the coronavirus disease 2019(COVID-19)pandemic.Therefore,this study’s purpose was to examine the effects of a home-based,YouTube-delivered PA intervention grounded in self-determination theory on young adults’free-living PA,sedentary behavior,and sleep quality(NCT04499547).Methods:Sixty-four young adults(48 females;age=22.8±3.4 years,mean±SD;body mass index=23.1±2.6 kg/m2)were randomized(1:1)into the intervention group,which received weekly aerobic and muscle-strengthening PA videos,or control group,which received weekly general health education videos,for 12 weeks.Our primary outcome was free-living moderate-to-vigorous PA(MVPA)and our secondary outcomes were sedentary behavior,light PA,and sleep quality(measured using ActiGraph accelerometers)along with muscle-strengthening PA frequency,self-determination theory-related motivation(non-regulation,external regulation,introjected regulation,identified regulation,integrated regulation,and intrinsic regulation),and perceived PA barriers(assessed using validated questionnaires).Repeated measures analysis of variances(ANOVAs)examined between-group differences at an adjusted significance level of 0.004 and effect sizes as partial eta-squared(η;).Results:We observed statistically significant interaction effects for MVPA,sleep efficiency,muscle-strengthening PA frequency,non-regulation,integrated regulation,intrinsic regulation,and perceived PA barriers(F(1,62)=10.75-77.67,p<0.001-0.002,ηp2=0.15-0.56)with all outcomes favoring the intervention group.We observed no statistically significant differences in either group for sedentary behavior,light PA,sleep duration,or external,introjected,and identified regulations after 12 weeks(F(1,62)=1.11-3.64,p=0.06-0.61).Conclusion:With national COVID-19 restrictions still in place and uncertainty regarding post-pandemic PA environments and behaviors,a remote,YouTube-delivered PA intervention may help foster clinically meaningful improvements in young adults’free-living MVPA,musclestrengthening PA frequency,sleep efficiency,PA-related intrinsic motivation,and perceived PA barriers. 相似文献
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Melina Porto 《Journal of Further & Higher Education》2016,40(3):293-315
This article describes a cooperative writing response initiative designed to develop writing skills in foreign/second-language contexts (hereafter L2). The strategy originated from my desire to cater for my learners’ need to become better writers in English within a constrained educational environment in Argentina. In this article I describe this strategy and show how it has worked in my setting. First, I offer the rationale on which it rests, based on a sociocultural conception of reading and writing. This involves brief considerations about the notions of collaborative writing groups, social responses to texts and coherence in L2 writing. Second, I describe and explain the strategy in detail, and include one handout with specific written instructions (as my learners received them) for the cooperative writing response groups with a focus on coherence, i.e. global aspects of the composing process. Finally, I exemplify the strategy using one learner’s written text as a foundation (disclosed by permission). 相似文献
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Higher Education - The 2010s witnessed unparalleled policymaking and development in international higher education in China. Whilst research has shed light on the broader... 相似文献
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Melina R. Uncapher 《Mind, Brain, and Education》2019,13(1):62-69
Since the advent of computers, scientists who study how people learn have been utilizing technology to uncover the cognitive and neural mechanisms of learning. Recent technological advances have allowed learning scientists to move their research out of the lab and into the wild, to investigate how students learn in real‐world environments. However, the move from the lab to the classroom involves a significant shift in strategy, requiring consideration of factors varying from the design of mobile (vs. lab‐based) technology to the recruitment of participants, as well as the contextual variables to account for in the less‐controlled environment of schools. Here I discuss the learnings our group has gleaned from a research program involving over a thousand elementary and middle school students in a longitudinal, multi‐year design that involves technologies for assessment and improving learning in schools. 相似文献
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Young Children's Comprehension of Pretend Episodes: The Integration of Successive Actions 总被引：3，自引：0，他引：3
In 3 experiments, children's comprehension of successive pretend actions was examined. In Experiment 1, children (25–38 months) watched 2 linked actions (e.g., a puppet poured pretend cereal or powder into a bowl, and then pretended to feed the contents of the bowl to a toy animal). Children realized that the pretend substance was incorporated into the second action. In Experiment 2, children (24–39 months) again watched 2 linked actions (e.g., a puppet poured pretend milk or powder into a container, and then pretended to tip the contents of the container over a toy animal). They realized that the animal would become "milky" or "powdery." In Experiment 3, children (25–36 months) drew similar conclusions regarding a substitute rather than an imaginary entity. The results are discussed with reference to children's causal understanding, their capacity for talking about objects and events in terms of their make-believe and real status, and the processes underlying pretense comprehension. 相似文献
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Conclusion Quality education through online learning depends on clarity of goals, sound e-pedagogy, committed and dedicated learners
and instructors, excellent support from administrators and staff and opportunities to practice application of new knowledge
and skills. It also depends on a reasoned view of online learning — not subscribing to myths without questioning them. In
the cases where the myths contain elements of truth, we must seek methods to overcome limitations of a medium that offers
great potential for the present and the future 相似文献
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Instructional Science - Instructional design deals with the optimization of learning processes. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of... 相似文献