Identifying correlates of reabuse in maltreating parents     

N Ferleger  D S Glenwick  R R Gaines  A H Green 《Child abuse & neglect》1988,12(1):41-49

Forty-five abusive parents (40 mothers, 5 fathers) in treatment at a large, urban medical center's child abuse program were compared on 22 parent, child, and treatment variables posited to bear on reabuse. While no one variable by itself was strongly associated with reabuse, the data indicated that interactions involving several variables (e.g., income source, marital status, and the abuser's personal abuse history) significantly differentiated between reabusers and nonreabusers. Implications of the findings for research and clinical intervention are discussed.  相似文献   

The Development of Empathic Concern in Siblings: A Reciprocal Influence Model     

Marc Jambon  Sheri Madigan  André Plamondon  Ella Daniel  Jennifer M. Jenkins 《Child development》2019,90(5):1598-1613

This study utilized actor–partner interdependence modeling to examine the bidirectional effects of younger (M_age = 18 months) and older siblings (M_age = 48 months) on later empathy development in a large (n = 452 families), diverse (42% immigrant) Canadian sample. Controlling for parenting, demographic characteristics, sibling relationship quality, and within-child stability in empathic concern, both younger and older siblings’ observed empathic concern uniquely predicted relative increases in the other's empathy over a period of 18 months. The strength of the partner effects did not differ by birth order. Sex composition moderated the younger sibling partner effect, whereas age gap moderated the older sibling partner effect. This study highlights the important role that siblings play in enhancing the development of care and concern for others.  相似文献   

Learning the rules of the game: The role of generic “you” and “we” in shaping children's interpretations of norms     

Ariana Orvell  Giulia Elli  Valerie Umscheid  Ella Simmons  Ethan Kross  Susan A. Gelman 《Child development》2023,94(1):159-171

A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, M_age = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments.  相似文献   

Towards graduate employment: exploring student identity through a university-wide employability project     

Sally Smith  Colin Smith  Ella Taylor-Smith  Julia Fotheringham 《Journal of Further & Higher Education》2019,43(5):628-640

Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives.  相似文献   

Adolescent-parent conflict in middle-class African American families     

Smetana J  Gaines C 《Child development》1999,70(6):1447-1463

Everyday conflicts between adolescents and parents were examined in 95 middle-class African American families, 44 with preadolescents and 51 with early adolescents, who were further divided into two groups based on family income. The incidence, frequency, and intensity of conflicts were assessed using the Issues Checklist, and content, justifications, and resolutions were coded from individual interviews. Conflicts were relatively frequent, low in intensity, and occurred over issues such as the adolescent's room, chores, choice of activities, and homework. Early adolescents rated conflicts as more intense than did preadolescents, but mothers' ratings of conflict intensity and families' ratings of conflict frequency differed by family income. African American adolescents primarily reasoned about conflicts as issues of personal jurisdiction, whereas their mothers primarily appealed to social conventions. Nearly all conflicts were resolved by adolescents giving in to parents, but adolescent concession declined with age, whereas unresolved conflicts and use of punishment increased. Number and intensity of conflicts and adolescent concession were predicted by both parenting practices and sociodemographic background; conflict frequency and joint resolution were predicted only by parents' educational attainment. Although conflict may reflect normative developmental processes of individuation, the cultural and ecological context of middle-class African American families influences its expression and resolution.  相似文献   

The importance of social learning environment factors for affective well-being among students     

Ella Maria Cosmovici Idsoe 《Emotional and Behavioural Difficulties》2016,21(2):155-166

We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to perceived inclusion; however, both perceived exclusion and self-reported bullying exposure gave effects on negative affect. Our research points to the need of creating a learning environment that promotes inclusion and caring and supportive interpersonal relationships. This will probably increase student functioning.  相似文献   

Value Profiles During Middle Childhood: Developmental Processes and Social Behavior     

Ella Daniel  Maya Benish-Weisman  Joanne N. Sneddon  Julie A. Lee 《Child development》2020,91(5):1615-1630

Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior.  相似文献   

A Statistical Analysis of Student Questions in a Cell Biology Laboratory          下载免费PDF全文

Elena L. Keeling  Kelly M. Polacek    Ella L. Ingram 《CBE life sciences education》2009,8(2):131-139

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The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements     

Ella Shoval  Tal Sharir  Michal Arnon  Gershon Tenenbaum 《Early Childhood Education Journal》2018,46(3):355-364

The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty 4–6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and non-verbal intelligence. The three interventions consisted of (a) a mindful movement—integrating movement in academic learning, (b) a movement for its own sake—allowing children free movement without providing academic instruction, and (c) a control condition—children engaging in their regular academic environment activities. The findings revealed that the mindful movement intervention resuted in the highest improvement in the academic achievement tests. Children engaging in movement for its own sake did not differ from the control condition. The findings support the notion that mindful movement enhances kindergarten children’s academic achievements. Possible explanations for this outcome are discussed.  相似文献   

馆长应该足智多谋     

Ella Gaines rates乔治  Ella Gaines rates  乔治 《大学图书馆学报》1985,(1):52-52

<正> 在学校里,我总是因为讲话太多搞得自己狼狈不堪,因此,他们派我到图书馆去.我喜欢那个地方,开始干学生助理员的工作.作为一个本科生,我对要学什么总是多次犹豫不决:我先学医学予科,然后学音乐,最后学戏剧.我甚至打算去耶鲁大学念剧院设计研究生.但是,后来我决定去亚特兰大大学图书馆学院.我对上图书馆学院从不后悔,因为我能应用我的其它技能和爱好.在我毕业之前,布鲁克林公共图书馆馆长正在亚特兰大四处招聘,就请我到他的图  相似文献