Search results for "educational psychology"
showing 10 items of 1902 documents
Child abuse/neglect risk assessment under field practice conditions: Tests of external and temporal validity and comparison with heart disease predic…
2015
AbstractObjectives (1) Identify validation design and accuracy assessment standards for medical prognostic models applicable to evaluation of child abuse/neglect (CA/N) risk assessment models. (2) Assess the accuracy of the California Family Risk Assessment (CFRA) in predicting CA/N using the foregoing standards. (3) Compare the prediction accuracy of the CFRA with the prediction accuracy of coronary heart disease (CHD) prediction models. Questions addressed (1) What validation design and accuracy assessment standards are used to evaluate medical prognostic models? (2) What is the evidence for the accuracy of the CFRA using those standards? (3) How does the accuracy of the CFRA in predictin…
Improving child maltreatment detection systems: a large-scale case study involving health, social services, and school professionals.
2003
Abstract Objectives: The purpose of this 5-year study was to improve detection in two consecutive phases: (a) To close the gap between the number of identified cases and the actual number of cases of child abuse by increasing detection; and (b) To increase the possibility of a broader spectrum of detection. Method: The Balearic Islands (one of the Autonomous Communities of Spain, with 161,287 children under 18 years old) was selected as the study area. Phase 1: front-line professionals (181) from all the health and social services agencies were trained in detection. Phase 2, school professionals (251) from all schools in the territory were also trained. The independent factor was the interv…
The child diary as a research tool
2012
The aim of this article is to introduce the use of the child diary as a method in daily diary research. By describing the research process and detailing its structure, a child diary, a structured booklet in which children's parents and day-care personnel (N = 54 children) reported their observations, was evaluated. The participants reported the use of the diary to be an interesting but time-consuming experience. The main ethical challenges were related to power positions, confidentiality, consequences and motivation. With respect to adults’ observations of children's emotions, the results indicated that the child diary is valuable in providing information about individual differences and da…
Child-centered and teacher-directed practices in relation to calculation and word problem solving skills
2019
Abstract This study examined transactional associations between classroom-level math skills and teaching practices. Participants were 523 children from 31 classrooms. Math skills were assessed three times. Teaching practices were observed in Grades 1 and 3. Child-centered practices promoted subsequent calculation skills whereas teacher-directed practices were associated with a lower level of calculation skills. Higher problem-solving skills at Grade 2 predicted more child-centered practices and less teacher-directed practices in third grade. Moreover, calculation skills mediated the effect of child-centered practices on problem-solving skills. The results suggest that teaching practices and…
`Children Need Their Parents More Than a Pizza in the Fridge!'
2008
The aim of this study is to find constructions of parental responsibility by analysing letters sent by readers to a newspaper on the topic of parenting and parental responsibility. The study takes a methodological approach, focusing on the meanings of responsibility and looking at different portrayals of parenthood. Three dimensions of responsibility (beginning responsibility, diminished sense of responsibility and obligating responsibility) emerged from the analysis. These dimensions relate to different meanings attributed to parental responsibility, for instance, `responsibility for making choices'. Parenthood is variously portrayed along the three dimensions. Parental responsibility cre…
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten
2009
Abstract To examine the cross-lagged relationships between children's task motivation in mathematics and literacy, and their related performance, 139 children aged 5–6 years were examined twice during their kindergarten year. The results showed that only math-related task motivation and arithmetic performance showed cross-lagged relationship: the higher the math-related task motivation children reported in the beginning of the kindergarten year the higher the level of their arithmetic performance at the end of the kindergarten year. Moreover, the higher the level of children's arithmetic performance the more the interest in mathematics children reported later on. Literacy-related task motiv…
The child creativity test (TCI): assessing creativity through a problem finding task
2016
Reconocimiento-No comercial-SinObraDerivada
Bilaterally recorded multiple-unit activity of the cingulate cortex during head turning conditioning with unilateral medial forebrain bundle stimulat…
1993
Cats were conditioned to turn their heads using a tone conditioned stimulus (CS) and medial forebrain bundle stimulation (MFB) unconditioned stimulus (US). The CS+ was delivered to one ear at a time, in random order, followed by the US. A tone of a different frequency was used as a CS-. The cats learned to respond differentially to the CSs showing head movements of greater acceleration to the CS+ than CS- over sessions. Bilateral recordings of cingulate cortex multiple-unit activity showed increased response amplitudes over sessions and larger responses in the hemisphere ipsilateral to the US. Since ipsilateral multiple-unit responses did not differ for the CSs, the asymmetry was probably d…
Reducing disruptive behaviours and improving learning climates with class-wide positive behaviour support in middle schools
2014
Disruptive behaviours in classrooms pose a significant challenge for learning in schools and are, at the same time, a risk factor for students’ academic achievement and a major source for work-related stress among teachers. Earlier research suggests that clarifying the classroom rules and behavioural expectations, monitoring students’ adherence to them and using behaviour-specific praise are simple and effective practices to reduce disruptive behaviour. Most of the interventions have been developed for elementary schools, although behaviour problems tend to be more common in middle schools. This two-month pilot study using a pre–post design evaluated the effects of a class-wide intervention…
The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers
2021
Abstract Students experience increasing pressure to perform well and worry about their academic performance before critical school transitions. These challenges may compromise students' school well-being. Drawing on the Model of Personality and Affect for Education (Matthews et al., 2005) as well as on the Conservation of Resources Theory (Hobfoll, 1989), we investigated the buffering role of high academic buoyancy and supportive class- and school climate against decreases in school well-being (i.e., school-related stress, anti-school attitude, and satisfaction with school) among Finnish lower secondary school students (N = 1024) from grades seven to nine. Controlling for gender, fluid inte…