Search results for "Child psychology"
showing 10 items of 1196 documents
Self-regulatory efficacy and sources of efficacy in elementary school pupils: Self-regulatory experiences in a population sample and pupils with atte…
2019
In this study, we examined self-regulatory efficacy and sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion and physiological/emotional states) and the relationships between self-efficacy and its sources among elementary school pupils. Two groups were compared: a population sample (PS, N = 1284) and pupils with difficulties in attention and executive functions (AED, N = 61). Data gathered from self-report questionnaires indicated that pupils in the PS group had more positive efficacy beliefs and mastery experiences and fewer negative physiological/emotional states than the AED group. Analyses showed strong connections between sources and self-regulatory e…
Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example
2018
Response to Intervention (RTI) was accepted in the early 2000s as a new framework for identifying learning difficulties (LD) in the U.S. In Finland, a similar multi-tiered framework has existed since 2010. In the present study, these frameworks are presented from the viewpoint of the role of assessment and instruction as expressed in documents that describe the frameworks, as it seems that these two components of RTI are the most disparate between the U.S. and Finland. We present a suggestion for the Finnish framework as an example of support in mathematics learning that incorporates principles of RTI (such as systematized assessment and instruction, cyclic support, and modifiable instructi…
The Art-Based Methods in Developing Transversal Competence
2019
This article describes a project called “The art based methods in developing transversal competence” funded by The Finnish National Board of Education. The article is based on the hermeneutic phenomenological approach in action research. The project developed learning environments as well as project-based learning with emphasis on the art-based methods and transversal competence approach to learning. The aim was to develop unique and communal well-being in learning. The project offered tools to strengthen teachers’ professional skills to use expressive, art-based methods in different curriculum-based projects. The professional in-service training project included five contact days in six we…
Transexualidad y Adolescencia: Una revisión sistemática
2018
El estudio de la transexualidad ha evolucionado en los últimos años alcanzando mayor visibilidad actualmente gracias a las iniciativas de los colectivos trans y al incremento de niños, niñas y adolescentes que acuden a atención primaria por problemas de identidad de género. Este creciente interés ha estimulado la investigación cuya abundancia precisa un análisis y selección de los trabajos más relevantes. Con este objetivo hemos realizado una revisión bibliográfica con el fin de abordar el estado actual de la transexualidad temprana, centrándonos en los estudios relativos a su etiología, prevalencia, diagnóstico y tratamientos actuales. Para ello se consultaron diversas bases de datos (Web …
Teacher emotional support in relation to social competence in preschool classrooms
2020
The present study aimed to investigate the associations between teachers’ observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children’s social competence in autumn and again in spring, using the Multisource Assessment of Social Competence Scale (MASCS), which produced sum scores for cooperating skills, empathy, impulsivity, and disruptiveness. Consistent with the transactional model, we specified reciprocal (auto-regressive and cross-lagged) relationships within a Multilevel Struc…
The Utrecht-Management of Identity Commitments Scale (U-MICS)
2021
Abstract. The current study proposed the adaptation of the Utrecht-Management of Identity Commitments Scale (U-MICS) to the religious domain as an instrument to measure both individuals’ religious identity formation processes (when a variable-centered approach is adopted) and religious identity statuses (when a person-centered approach is adopted). The scale has been tested on a sample of 727 Italian participants aged 13–65 years, by collecting evidence of score structure, convergent, and criterion-related validity. Regarding the score structure validity, we confirmed that religious identity formation consists of three processes (commitment, in-depth exploration, reconsideration of commitm…
Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education
2021
Obtaining a doctoral degree requires acquisition of different types of skills and knowledge. The aim of this article is to explore multidisciplinary peer-mentoring groups (PMGs) facilitated by senior academics as a knowledge sharing practice in doctoral education. Drawing from interviews with participants of PMGs at a Finnish university, we found that the participants perceived that cultures and practices of doctoral education in departments and faculties, as well as limited support from supervisors might hinder knowledge sharing. They highlighted that a flat hierarchy and confidential atmosphere supported by the multidisciplinary group composition promoted knowledge sharing and emotional s…
The impact of children’s socioemotional development on parenting styles: the moderating effect of social withdrawal
2020
This study focused on associations between children’s socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children’s social withdrawal (as a temperamental characteristic) in these associations. Children’s socioemotional development (n = 314) were rated by teachers at three-time points (grades 1–3). Parents completed questionnaires measuring their parenting styles at the same three-time points. The level of social withdrawal was obtained at the end of kindergarten from teachers’ reports. Panel analysis showed that prosocial behaviour was associat…
Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1
2017
Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher–child interactions and teachers’ self-reported curriculum emphases are related to children’s reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children’s teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher–child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a…
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
2020
Research Findings The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions in Finnish kindergarten classrooms. Participants were 47 kindergarten teachers with their classrooms of 6-year-old children. Teacher–child interactions (i.e., emotional support, classroom organization, and instructional support) were observed twice during the kindergarten year (fall and spring), using the Classroom Assessment Scoring System (CLASS). In addition, teachers completed questionnaires on stress and work engagement. The results indicated that teaching-related st…