Search results for "ta515"
showing 10 items of 691 documents
The shortened Corporate Ethical Virtues scale
2018
So far, the field of business ethics lacks validated measures for assessing virtues at the organizational level. The aim of this study is to investigate the measurement invariance of a shortened Corporate Ethical Virtues scale. In this manner, we contribute to validating an instrument that is both psychometrically sound and efficient to use. We conducted two survey studies of two independent groups (managers and school psychologists). Confirmatory factor analysis supported the eight‐factor model of the scale, and we found it to be invariant in two different occupational groups. The managers gave higher appraisals of ethical culture than the psychologists did in seven out of the eight dimens…
Classroom interaction and literacy activities in kindergarten : Longitudinal links to grade 1 readers at risk and not at risk of reading difficulties
2017
The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at…
Maternal teaching of reading and children's reading skills in Grade 1: Patterns and predictors of positive and negative associations
2013
Abstract The main aim of the study was to identify subgroups of children based on the associations between the reported frequency of maternal teaching of reading and children's reading skills, and whether these subgroups differ with respect to mother-related (i.e., education, controlling behavior, and emotions in homework situations) and child-related (i.e., reading habits and gender) background factors. Data were gathered from 1460 mother–child dyads. The reading skills of 6- to 7-year-old Finnish-speaking children were measured at the beginning and at the end of Grade 1. Information from mothers was gathered by questionnaires. Regression Mixture Modeling identified four latent subgroups o…
Instructional support predicts children’s task avoidance in kindergarten
2011
Abstract This study examined the role of observed classroom quality in children's task-avoidant behavior and math skills in kindergarten. To investigate this, 1268 children were tested twice on their math skills during their kindergarten year. Kindergarten teachers ( N = 137) filled in questionnaires measuring their professional experience and also rated the children on their task-avoidant versus task-focused behaviors. Trained observers used the CLASS instrument ( Pianta, La Paro, & Hamre, 2008 ) to observe 49 kindergarten teachers (out of 137) on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that kindergarten classro…
The cross-lagged associations between classroom interactions and children’s achievement behaviors
2014
This study examined the cross-lagged associations between the quality of classroom interactions and children’s behaviors in achievement situations. The achievement behaviors in challenging test situations of 166 Finnish children from 70 classrooms were rated by trained testers in grades 1 and 2. The quality of classroom interactions in terms of emotional support, classroom organization, and instructional support were observed in 25 classrooms (out of 70) in grades 1 and 2. The results of multilevel modeling showed that classroom teachers’ low emotional support predicted children’s subsequent high passive avoidance, whereas high classroom organization and instructional support predicted chil…
Academic expectations and well-being from school to work during the economic downturn
2012
Academic well-being and expectations change in educational transitions during economic downturn.
Resolving reading disability : Childhood predictors and adult-age outcomes
2018
We examined frequency of adult-age reading disability (RD) and its childhood predictors among 48 adults (20 to 39 years) with documented childhood RD, and contrasted their cognitive skills, education, and employment with 37 matched controls. Among individuals with childhood RD, more than half had improved in their reading fluency to the level where the set criterion for adult-age RD was not met anymore. More fluent rapid naming, less severe childhood RD, and multiple support providers in childhood together predicted improvement of reading fluency. More fluent naming differentiated the childhood RD participants whose reading fluency had improved by adult-age from those participants whose RD …
Development of need for recovery from work over one year: A person-centered approach
2011
This longitudinal questionnaire study conducted among 274 Finnish employees (57% women, average age 45.9 years) in a variety of jobs aimed at identifying groups of employees who share similar mean levels and changes in need for recovery and finding out whether factors regarded as antecedents of need for recovery distinguish between the different groups of need for recovery across one year. Using mixture modeling eight groups of need for recovery were identified. The individuals identified as closely resembling each other with respect to need for recovery and its change across one year were considered to belong to the same need for recovery group. Five of these groups indicated stable (low, …
Implementation of the driver training curriculum in Spain – An analysis based on the Goals for Driver Education (GDE) framework
2014
Abstract The Goals for Driver Education (GDE) framework represents a conceptual outline of the goals to be satisfied in driver education (Hatakka et al., 2002). We aimed to analyze the implementation of the driver training curriculum in Spain, taking this framework as reference; the Spanish driving instructors was the target population from which to gather the information to be analyzed. For this purpose, we developed the DTCI (Driver Training Curriculum Implementation) scale as well as a number of questions concerning the driving instructors’ opinions about their own training as instructors, and they were included in a survey that provided information for a probabilistic sample of 676 driv…
Stop there’s water on the road! Identifying key beliefs guiding people’s willingness to drive through flooded waterways
2016
Floods are among the most widespread of natural disasters and exposure to floodwaters increases drowning risk. A leading cause of flood related drowning deaths is driving through flooded waterways. Drawing on the Theory of Planned Behaviour, a two-phased research program was conducted. Phase 1 (N = 25; Mage = 32.38, SD = 11.46) identified common beliefs about driving through a flooded waterway. Phase 2 (N = 174; Mage = 27.43, SD = 10.76) adopted a cross-sectional design to examine the belief predictors of drivers' willingness to drive through a flooded waterway. Given differences in consequences due to the depth of water, scenarios of low (road covered in 20 cm of water) and high (road cove…