排序方式： 共有18条查询结果，搜索用时 296 毫秒
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Laerke Sass Elín Bjarnadóttir Jakob Stokholm Bo Chawes Rebecca K. Vinding Anna-Rosa C. Mora-Jensen Jonathan Thorsen Sarah Noergaard Bjørn H. Ebdrup Jens R.M. Jepsen Birgitte Fagerlund Klaus Bønnelykke Lotte Lauritzen Hans Bisgaard 《Child development》2021,92(4):1624-1635
A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC2010 mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems. 相似文献
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Zusammenfassung In der aktuellen Diskussion um Bildung und Lernen wird jetzt auch in Deutschland dem „Informellen Lernen“ verst?rkte Aufmerksamkeit
gewidmet. Die Autoren halten diesen Begriff allerdings für unscharf und sprechen daher von „Lernen in informellen Kontexten“.
Der Beitrag bezieht sich auf erste Ergebnisse eines empirischen Forschungsprojekts der Universit?t Dortmund und des Deutschen
Jugendinstituts zu informellen Lernprozessen Jugendlicher in Settings des freiwilligen Engagements. Nach einer kurzen Darstellung
des Forschungsdesigns werden, basierend auf einer ersten Analyse der in der Explorationsphase des Projektes geführten Interviews,
die besonderen Strukturbedingungen der untersuchten Settings (Jugendverb?nde, Initiativen und Organisationen der politischen
Interessenvertretung) sowie die Lernchancen in diesen Kontexten beschrieben. Im abschlie?enden Teil des Beitrags werden erste
Ergebnisse zu den Wirkungen und Ergebnissen des Lernens durch Verantwortungsübernahme im freiwilligen Engagement vorgestellt.
Bereits in der Explorationsphase konnten eine Reihe unterschiedlichster, im Engagement entwickelter Kompetenzen identifiziert
werden. Neben der M?glichkeit personale, soziale, fachliche und organisatorische Kompetenzen zu erwerben oder zu erweitern,
scheint eine freiwillige Verantwortungsübernahme vielf?ltige Chancen der Pers?nlichkeitsentwicklung, der biografischen Orientierung,
der Sinnstiftung sowie der Teilhabe an der Erwachsenenwelt zu er?ffnen.
相似文献
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James S. Sass 《Communication Studies》2013,64(3):195-217
This study focuses and extends the academic literature on spirituality in organizations. Although spirituality has gained attention in organizational scholarship during the past decade, there has been little systematic development. Current literature on spirituality in organizations is characterized by divergent approaches to spirituality and a number of organizational foci. The present study, based on qualitative field research in a nursing home, advances understanding of spirituality in organizations by identifying three central characteristics of organizational spirituality: value alignment, personal spirituality, and relationship‐based organizing. These central characteristics, supported by the field research and current literature on spirituality in organizations, lead to issues for further research. The study concludes with an invitation for dialogue on the emergent topic of organizational spirituality. 相似文献
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Susan Krieger Hip Capitalism (Beverly Hills, Calif.: Sage Publications, 1979—$15.00/ 7 .95) Richard P. Adler, ed. All in the Family: A Critical Appraisal (New York: Praeger Publishers (for the coth edition)/Cambria Press, 360 Bryant St., Palo Alto, Calif. 94302 (for paperback orders), 1979—$22.00/6.95) Lauren R. Sass, ed. Television: The American Medium in Crisis (Facts on File, 119 West 57th St., New York 10019—price not given) Encyclomedia: 1979 Television Edition (Encyclomedia, 342 Madison Ave. New York, N.Y. 10017—$57.00, paper) 相似文献
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Beliefs related to classroom management vary among teachers and play an important role in classrooms. Despite the importance of this construct, valid measures have proven difficult to develop. This study evaluated the psychometric properties of the Behavior and Instructional Management Scale (BIMS), a short but valid measure of teachers' approaches to behavioral and instructional management. Results revealed a two-factor solution that possessed a good model fit, with large estimated factor loadings using confirmatory factor analysis. Evidence of validity was obtained with the Ohio State Teacher Efficacy Scale. Internal consistency for both subscales was adequate. Implications for future research are discussed. 相似文献
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A paucity of research has compared estimation methods within a measurement invariance (MI) framework and determined if research conclusions using normal-theory maximum likelihood (ML) generalizes to the robust ML (MLR) and weighted least squares means and variance adjusted (WLSMV) estimators. Using ordered categorical data, this simulation study aimed to address these queries by investigating 342 conditions. When testing for metric and scalar invariance, Δχ2 results revealed that Type I error rates varied across estimators (ML, MLR, and WLSMV) with symmetric and asymmetric data. The Δχ2 power varied substantially based on the estimator selected, type of noninvariant indicator, number of noninvariant indicators, and sample size. Although some the changes in approximate fit indexes (ΔAFI) are relatively sample size independent, researchers who use the ΔAFI with WLSMV should use caution, as these statistics do not perform well with misspecified models. As a supplemental analysis, our results evaluate and suggest cutoff values based on previous research. 相似文献
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Pei-Hsuan Hsieh Jeremy R. Sullivan Daniel A. Sass Norma S. Guerra 《Journal of Experimental Education》2013,81(2):196-218
Research has identified factors associated with academic success by evaluating relations among psychological and academic variables, although few studies have examined theoretical models to understand the complex links. This study used structural equation modeling to investigate whether the relation between test anxiety and final course grades was mediated by personal control, self-efficacy, goal orientation, coping strategies, and self-regulation. Participants were 297 undergraduate students taking an algebra course designed for engineering students. Results indicated that the proposed theoretical model was supported by the data, although a modified model produced a better fit. Other competing models were also tested. Collectively, analyses revealed that the psychological variables played important roles in predicting students’ grades, as all the structural coefficients and R 2 statistics were statistically and practically significant. Findings suggest value in the development and testing of additional models that contribute to the expansion of intervention programs to enhance academic outcomes among students. 相似文献
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This study discusses the implementation of a service learning component in community college communication 101 level courses. Through the execution of a service learning component in communication classes at a community college, students’ communicative competency and attitude toward community service is assessed. Using two different delivery approaches, a quantitative study assessed the pretest and posttest of the standardized tool Communicative Adaptability Scale (CAS). Eight sections of communication 101 courses were distributed into two groups: (a) an experimental group and (b) a control group. The experimental group (n = 69) was required to finish a service learning project consisting of 15 hours by the end of the semester. The control group (n = 64) students did not participate in a community service project. Quantitative research methods were applied through data collection of the CAS taken by participants preimplementation and postimplementation of the service learning component, which was a community service project. The CAS results support that the implementation of service learning significantly increases students’ communication adaptability and competence. 相似文献
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Dr. Gerald Prein Erich Sass M.A. Dr. Ivo Züchner 《Zeitschrift für Erziehungswissenschaft》2009,12(3):529-547
This contribution analyses the impact of young people’s work on political participation in adulthood on the basis of Dewey’s theory of democratic education and a theory of community service sketched by Reinders. Its primary goal is to examine whether the acquisition of specific skills and specific knowledge obtained in social and political institutions is as important for – or even more important than – future political commitment as the development of pro-social attitudes. Based on survey data (n = 2,052), these assumptions are tested using ordinal probit models. These models show that in addition to effects of changes in attitude, specific experiences in voluntary work seem to be important to promoting political participation. Political commitment is, therefore, indeed closely connected to learning and educational processes in the sense of Dewey. 相似文献