Journal of educational and developmental psychology最新文献

{"title":"Effects of Higher Order Questioning in Prekindergarten for School Readiness","authors":"T. Papa","doi":"10.5539/jedp.v10n2p25","DOIUrl":"https://doi.org/10.5539/jedp.v10n2p25","url":null,"abstract":"This study investigated whether the strategy of higher order questioning during interest area time would have a positive effect on kindergarten school readiness (specifically focusing on mathematical and language concepts) for students in a low-socioeconomic area school. Evidence from the Developmental Indicators for the Assessment of Learning/ Third Edition (DIAL-3) scores (completed upon entering kindergarten) establishes that the students in this low-socioeconomic area school were not kindergarten ready. \u0000\u0000Statistical analyses concurred that increasing the frequency of higher order questioning during interest area time significantly improves the test performance of students within the mathematical and language concepts area of the DIAL-3 assessment.\u0000\u0000The student achievement results of providing teacher training in higher-order questioning techniques during interest area time (the most vital learning time of the prekindergarten day) has provided evidence of increased cognitive development, ultimately increasing student achievement in mathematical and language skills. High-quality prekindergarten services involving best practices are the precursors for kindergarten; therefore, improving teacher-child verbal interactions in prekindergarten ultimately addresses the issue of kindergarten school readiness. \u0000\u0000Additional findings included a correlation indicating that the students who did well in Language skills also did well in Mathematics and a statistically significant correlation existed between better scores and positive behavior. \u0000\u0000It is anticipated that the contributions of the present study will encourage future research that will continue to elaborate upon the effects of higher order questioning at the prekindergarten level on kindergarten school readiness.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"25"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42517100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preschoolers’ and Adults’ Recognition of the Impact of Activities on Weight","authors":"L. Raman, Karyn Ford, Amy Perumalil","doi":"10.5539/jedp.v10n2p1","DOIUrl":"https://doi.org/10.5539/jedp.v10n2p1","url":null,"abstract":"Two studies examined if preschoolers and adults recognized the impact of physical and sedentary activities on height and weight. Study 1 investigated if participants associated physically active activities with being thin and sedentary activities with being heavy. Study 2 examined if preschoolers could benefit from being taught the role of activities on height and weight. The results from Study 1 demonstrated that adults associated being heavy to engaging in physically sedentary activities but in Study 2, they associated being thin to engaging in physically active activities. However, preschoolers across both studies did not recognize the role that activities played on weight. Teaching preschoolers about the impact of activities did not have a significant effect on their performance. The results from these studies also indicate that adults erroneously reason about the impact of activities based on whether they view the type of activity as being positive or negative. Preschoolers’ lack of knowledge in this area could be due to the lack of consistent environmental input or that they are not conceptually ready to learn about this topic. These findings highlight the urgent need for parents and educators to emphasize the importance of physical activities in maintaining a healthy lifestyle in early childhood.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46796454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assisting Secondary Ed Seniors in Choosing a Higher Education Academic Major","authors":"B. Ashworth, Lacy Davis Hitt, Amy L. Weems","doi":"10.5539/jedp.v10n1p78","DOIUrl":"https://doi.org/10.5539/jedp.v10n1p78","url":null,"abstract":"Data show an increase in time taken by secondary education seniors in fully transitioning into higher education by declaring a major. Many of those who do make an early decision in choosing an academic major end up making numerous changes in degree choice, costing extra time, money and effort in attaining an undergraduate degree. In this project, researchers proposed an informational intervention by administering a strength, preference and interest career rating scale to interested participants from a secondary education setting. The results of augmenting the knowledge base of the participants showed a significant increase in confidence with choosing an academic major, post intervention. A higher effect manifested in Southwest Louisiana, though there was significant effect also in the Northeast region of the state. Researchers suggested federally subsidized programs such as TRIO may be instrumental in the difference of effect size in NELA and SWLA.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"78"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46268560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 1","authors":"Carol Wong","doi":"10.5539/jedp.v10n1p85","DOIUrl":"https://doi.org/10.5539/jedp.v10n1p85","url":null,"abstract":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 10, No. 1, 2020.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48293418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reliability and Validity of the Perceived Neighborhood Food Environment Scale","authors":"Mihono Komatsu, R. Akamatsu, Emi Yoshii, Mika Saiki","doi":"10.5539/jedp.v10n1p71","DOIUrl":"https://doi.org/10.5539/jedp.v10n1p71","url":null,"abstract":"In order for people to make healthy food choices, the food environment needs to be improved and residents must be aware of it. This research aimed to assess the reliability and validity of the Perceived Neighborhood Food Environment (PNFE) scale, which assesses participants’ perceptions of the present condition of their food environment. Data from the Survey on the Present Condition and Consciousness of Dietary Education conducted by the Cabinet Office of Japan in 2010 were used, and 1,853 participants were included. We performed an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), and examined internal consistency and the criterion-related validity of the PNFE. The PNFE comprised two factors: “regional food culture” (5 items) and “physical availability of food” (3 items). The model fitness indices were good (GFI = .97, AGFI = .95, CFI = .96, RMSEA = .073) and Cronbach’s α was .77 for the whole scale. Reasonable results were obtained for criterion-related validity. We confirmed the reliability and validity of the PNFE scale. By utilizing the scale for future research in other countries, its reliability and validity for a wider range of residents will likely be confirmed. In addition, consideration should be given to the items used for confirming the validity of the scale in the next study to ensure that they are appropriate for other countries included in the research.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"71"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42432822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Differences in Decision-Making During Adolescence: A Comparison of Jewish and Druze Societies","authors":"F. Shamma, Eisam Asaqli","doi":"10.5539/jedp.v10n1p60","DOIUrl":"https://doi.org/10.5539/jedp.v10n1p60","url":null,"abstract":"The principal aim of the study was to compare gender differences in the level of autonomy, parental and peer involvement in the decision-making processes of Jewish and Druze adolescents. The method that was chosen to conduct the study was the qualitative research method and to measure the variables in the current study, a questionnaire containing 30 items was developed. The research population includes 243 participants aged 15–18. \u0000\u0000The findings partially confirmed the research hypotheses. The study showed four main findings. First, the study showed that no gender differences are apparent between Jewish and Druze adolescents in the overall degree of autonomy or in parents’ and peers’ involvement in their decision making. Second, the study revealed that in both groups of adolescents, boys have more autonomy in making decisions relative to girls. The third finding showed that among both male adolescent groups, friends are more involved in their decisions relative to among both female grops. The final finding showed that there is bigger gap in the Druze culture between boys and girls regarding the degree of parental involvement than in the Jewish culture.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"60"},"PeriodicalIF":0.0,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46529036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors","authors":"Jane Kirkham, E. Chapman","doi":"10.5539/jedp.v10n1p43","DOIUrl":"https://doi.org/10.5539/jedp.v10n1p43","url":null,"abstract":"Girls continue to be underrepresented in Year 11 and 12 intermediate and advanced mathematics courses in Australia, which has implications for their future educational opportunities and career aspirations. The present study compared the choices of 84 Year 10 girls and boys from one school for their Year 11 mathematics course, with their teachers’ recommendations for the same. Findings indicated that while most participants made course selections aligned with their teachers’ recommendations, girls tended to under-aspire and boys tended to over-aspire in their choice decisions, based on their teachers’ recommended course choices. In addition, utilising the Expectancy-value theoretical (EVT) framework, we surveyed participants to measure their self-perceptions (self-concept), and values about mathematics (intrinsic value, utility value, and attainment value). We also measured participants’ views on the domain of mathematics (sense of belonging, growth mindset, the status of mathematics, gender bias). Multivariate analysis of variance indicated that girls showed lowered self-concept, sense of belonging, and growth mindset than boys, also viewing mathematics as less of a high-status subject than boys. In addition, the survey obtained participants’ opinions on sociocultural influences on their mathematics course selections, with no significant gender differences noted.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"43"},"PeriodicalIF":0.0,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49285857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Patient Psychopathology and the Management of Clinical Dilemmas in Psychotherapy: A Qualitative Analysis of Clinical Decision-Making","authors":"S. B. Trasmundi, Marie Skaalum Bloch, S. Høgenhaug, Vicki T. Jensen, K. K. Wrist, T. W. Jensen, S. Steffensen","doi":"10.5539/jedp.v10n1p29","DOIUrl":"https://doi.org/10.5539/jedp.v10n1p29","url":null,"abstract":"Introduction: Clinical dilemma management is an important part of daily decision-making processes in psychotherapy, and hence important for the quality of mental healthcare. However, the situated particularities of such dilemmas have been given little systematic attention – both in research and in practice, even though an improved understanding of the nature of clinical dilemmas is a central key to managing dilemmas successfully. \u0000 \u0000Method: Eight cases of authentic clinical dilemma management in psychotherapy have been analysed from the perspective of interaction analysis and psychopathology. The article uses video data and narrative interviews from a larger cognitive ethnography study conducted at a psychiatric Hospital in Denmark. \u0000 \u0000Results: The analysis demonstrates how clinical dilemma management in psychotherapy is particularly difficult due to the nature of a patient’s psychopathology. Thus, it is often difficult to discern whether a given dilemma is intrinsically ethical, or if it is a manifestation of the patient’s pathology. Two overall interaction patterns were identified: In the first pattern, the therapist fails to manage the clinical decision-making in accordance with the therapeutic goal, which strengthens the patient’s psychopathological behaviour, for instance by giving in and do what the patient demands. In the second pattern, the therapist uses the situation as an opportunity to work with the patient’s psychopathological behaviour in situated interaction. \u0000 \u0000Conclusion: This article presents a model for integrating an understanding of patient pathology into clinical and ethical decision-making. It establishes a window into how psychotherapists manage clinical dilemmas (successfully or not) through interaction. This illustration might impact on how we address, evaluate and understand clinical and ethical dilemma management, which again can contribute to the reduction of moral distress amongst healthcare practitioners, as well as amongst patients.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49636735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Interventions for Inclusion of Children With ASD and Anxiety in Education","authors":"Christine K. Syriopoulou-Delli, S. Polychronopoulou, G. Kolaitis, A. Antoniou","doi":"10.5539/jedp.v10n1p1","DOIUrl":"https://doi.org/10.5539/jedp.v10n1p1","url":null,"abstract":"BACKGROUND: Anxiety is one of the most common accompanying symptoms in people with autism spectrum disorder (ASD), and may compound the difficulties they experience in social inclusion. \u0000\u0000OBJECTIVE: Review of methods and programs that have been developed for the management of anxiety symptoms in individuals with ASD, to help them cope with their social environment, and in particular, school.\u0000\u0000METHODS: A search for papers published from the 1980s to 2017 was made in PubMed and in the official websites of the US Food and Drug Administration (FDA), the American Association of Anxiety and Depression, UCLA PEERS, Sutherland House School and Autism Speaks, and in the US National Institute of Health (NIH) publications. In addition, other resources were found in the library of the University of Macedonia and the Greek National Research Foundation. \u0000\u0000RESULTS: The search revealed papers on anxiety in ASD and its treatment, and three reports of training programs that had been developed specifically for enhancement of the inclusion of people with ASD and anxiety. The papers were reviewed with a view to identifying the components that decrease anxiety and have long-term effects in curtailing social exclusion. Programs incorporating a variety of methods, including intervention in the school curriculum, development of CBT and other psycho-social approaches and promotion of family support, can all increase awareness of anxiety stimuli and lead to successful and sustained management of anxiety symptoms and enhanced social inclusion. Assessment of anxiety in children and young people with ASD is imperative, and efficacy of the intervention needs to be evaluated using evidence-based measurement. \u0000\u0000CONCLUSION: Intervention programs based on recognition and management of anxiety symptoms can increase the possibilities for adaptation and social inclusion of children and young people with ASD. Evaluation of the efficacy of interventions is an area that requires attention.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2020-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48594999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young Children’S Emotional Well-Being After Parental Divorce: Discrepancies Between “Resilient” and “Vulnerable” Children","authors":"Christina Karela, Konstantinos Petrogiannis","doi":"10.5539/jedp.v10n1p18","DOIUrl":"https://doi.org/10.5539/jedp.v10n1p18","url":null,"abstract":"The study examined young (4 to 7 years old) children’s resilience under the stressors of parental divorce. Resilience was indirectly inferred based on constructs such as attention, emotional and behavioral regulation, ability to take initiatives, positive relationships with others and parents’ sensitive response to child’s needs. It was conducted with a representative sample of 130 divorced parents from different regions in Greece. Based on parents’ perception concerning the level of competence and adversity that children had faced due to divorce the sample was divided into two groups (a) those families who considered the child of reference as more ‘vulnerable’ (38.5%,) and those who considered the child as more ‘resilient’(61.5%). Data showed that children who were considered as adaptive to divorce stressors exhibited more positive outcomes compared to children who considered by their parents as at risk. The gender of the child did not interact with the experience of transition with respect of the wellness components. This study also considered the possible discrepancies between the two groups of children in some factors that have been related to children’s well-being after divorce. Thus, another important finding revealed that the parents of the ‘more resilient’ children experienced less parental stress, had more supportive relationships with their ex-spouses, felt more satisfied with their lives and quarreled less with their children. In agreement with previous studies this paper underlined the necessity of studying divorce under the concept of resilience rather than the risk, shedding light on some of the critical protective factors.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"10 1","pages":"18"},"PeriodicalIF":0.0,"publicationDate":"2020-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43047497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}