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51.
Newcomb-Anjo Sarah Mulvihill Kathryn Karbainova Daria Barker Erin T. 《Journal of Adult Development》2022,29(2):121-135
Journal of Adult Development - How well emerging adults adapt to transitions, like entering or graduating from post-secondary education, may depend on individual differences. Emotional wellbeing... 相似文献
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Kroeper Kathryn M. Fried Audrey C. Murphy Mary C. 《Social Psychology of Education》2022,25(2-3):371-398
Social Psychology of Education - Students who perceive their instructors to endorse growth (vs. fixed) mindset beliefs report better classroom experiences (e.g., greater belonging, fewer evaluative... 相似文献
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Carlos Valiente Jodi Swanson Kathryn Lemery-Chalfant Rebecca H. Berger 《Journal of School Psychology》2014
Given that early academic achievement is related to numerous developmental outcomes, understanding processes that promote early success in school is important. This study was designed to clarify how students’ (N = 291; M age in fall of kindergarten = 5.66 years, SD = 0.39 year) effortful control, relational peer victimization, and classroom participation relate to achievement, as students progress from kindergarten to first grade. Effortful control and achievement were assessed in kindergarten, classroom participation and relational peer victimization were assessed in the fall of first grade, and achievement was reassessed in the spring of first grade. Classroom participation, but not relational peer victimization, mediated relations between effortful control and first grade standardized and teacher-rated achievement, controlling for kindergarten achievement. Findings suggest that aspects of classroom participation, such as the ability to work independently, may be useful targets of intervention for enhancing academic achievement in young children. 相似文献
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Kathryn J. Holland Verónica Caridad Rabelo Lilia M. Cortina 《American journal of community psychology》2014,54(3-4):289-303
Sexual assault is an insidious problem in the United States military. In 2005 the Department of Defense (DoD) created the Sexual Assault Prevention and Response Office, which centralizes responsibility for sexual assault training. However, this training initiative has undergone little evaluation by outside researchers. Addressing this need, we analyzed responses from over 24,000 active duty personnel who completed the 2010 DoD Workplace and Gender Relations Survey. We assessed whether sexual assault training exposure (None, Minimal, Partial, or Comprehensive) predicted accurate knowledge of sexual assault resources and protocols. Using a social-ecological framework, we investigated whether institutional and individual factors influenced Service members’ training exposure and judgment of training effectiveness. According to our results, exposure to comprehensive training predicted lower sexual assault incidence and superior knowledge. However, comprehensive training differed as a function of military branch, rank, gender, and sexual assault history. Judgments of training effectiveness also varied across these dimensions. Our results highlight the importance of considering context, gender, and victimization history when evaluating institutional efforts to end sexual violence. The DoD’s 2010 annual report on military sexual assault concluded that “most Active Duty members receive effective training on sexual assault” (p. 104). Our results cast doubt on that assertion. 相似文献