The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement,Accuracy, and Productivity

In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase their academic engagement, productivity, and accuracy across new and previously learned math material. Then, we gradually faded the students’ use of the strategic self-monitoring recording sheet until they were no longer using it. When the ACT-REACT self-monitoring recording sheet was in place the students’ engagement and academic productivity increased; however, when it was faded, the results varied. During fading, the students’ performance generally exceeded baseline conditions and compared adequately to intervention effects. Overall, the results of this study support the advantages of strategic self-monitoring and also point to the mixed benefits of fading these procedures in inclusive environments.     

A model for predicting behavioural sleep problems in a random sample of Australian pre‐schoolers

Behavioural sleep problems (childhood insomnias) can cause distress for both parents and children. This paper reports a model describing predictors of high sleep problem scores in a representative population‐based random sample survey of non‐Aboriginal singleton children born in 1995 and 1996 (1085 girls and 1129 boys) in Western Australia. Longitudinal repeated data were collected up to age 4 years by caregiver report. Children's sleep rhythmicity levels in their first year, as well as conflicted and lax parenting in their second year, predicted higher scores on the sleep problem scale from the Child Behaviour Checklist/2–3 in the children's third year. Higher scores on the sleep problem scale in the children's third year predicted higher scores on the aggressive behaviour subscale of the Child Behaviour Checklist/4–16. The results support a model in which sleep problems mediated the relationship between parental conflict and aggressive behaviour, even when controlling for maternal depression, which has been associated with children's aggressive behaviour. Copyright © 2007 John Wiley & Sons, Ltd.     

Introduction: Engaging with Nanotechnologies – Engaging Differently?

The idea of conducting upstream public engagement over emerging technologies has been gaining popularity in Europe and North America, with nanotechnologies seen as a test case for this. For many of its advocates, upstream engagement is about a re-conceptualisation of the science–society relationship in which a variety of ‘publics’ are brought together with stakeholders and scientists early in the Research and Development process to co-develop technological trajectories. However, the concept, aims and processes of upstream engagement remain ill-defined, are often misunderstood, and have undergone little critical analysis. This special issue of NanoEthics, entitled ‘Engaging with Nanotechnologies–Engaging Differently?’ takes a multi-nation, multi-case approach to explore this idea, drawing on work represented by four articles from the US and Europe, from ethnographic work in the nanotechnology lab through to analysis of a Citizens’ Jury and other attempts to move public debate ‘upstream’. An overall message from the papers is that without adequate critique ‘upstream engagement’ might end up re-producing out-dated forms of science communication or being rejected as a failed concept before it has even matured.     

小学生学习坚持性和学习投入在效能感、内在价值与学业成就关系中的中介作用*

采用学习坚持性问卷、自我效能感问卷、内在价值问卷和学习投入量表,对407名四、五年级小学生施测,并收集学生期中考试成绩作为客观指标,建立结构方程模型以考察学习坚持性和学习投入在自我效能感、内在价值与学业成就关系中的中介作用。结果发现:(1)学习坚持性与自我效能感、内在价值、学习投入、学业成就均显著正相关;(2)学习坚持性可以部分中介自我效能感与学习投入、内在价值与学习投入之间的相关;(3)学习坚持性通过学习投入的中介作用影响学业成就。     

中职生家长投入与子女学业投入的关系：教养风格的调节作用

中职生的家庭资源是影响其学业发展的重要因素。本研究调查了国内8个省市1185名中职生和高中生,探讨了中职生家长投入的现状特点及其与教养风格、学业投入的关系。结果发现：中职生家长投入水平显著低于高中生家长;家长教养风格（自主支持/控制）调节了家长投入对中职生学业投入的预测作用。在自主支持的教养风格条件下,家长的在家辅导、参与决策能显著预测学生学业投入的水平,而在控制的教养风格条件下则不成立。     

Is it all in the reward? Peers influence risk‐taking behaviour in young adulthood

The presence of peers is suggested to increase risk‐taking behaviour by heightening response to reward. The current study investigated this using a computerized financial risk‐taking task which was performed twice by a group of young adults (n = 201, median age 19.8 years): once alone and once while in the presence of two peers. An overall increase in risk‐taking was observed when with peers compared to when alone (CHANGE). CHANGE was positively associated with self‐reported levels of reward responsiveness and fun seeking while older age and lack of perseverance were associated with reduced CHANGE. The association between risk‐taking when with peers and both resistance to the influence of peers and age was indirect through reward responsiveness. Reward responsiveness was positively associated with impulsiveness. Only in those who showed a peer‐related decrease in risk‐taking (1/3 of participants), risk‐taking in the presence of peers was associated with increased impulsiveness. The current findings suggest an important role for reward responsiveness in risk‐taking behaviour and demonstrate the influence of peers. Increased understanding of these processes has direct implications for prevention and intervention efforts. Placing risk‐taking behaviour within varying (social) contexts with an eye for differences in personality, development, and emotions provides ample scope for future research.     

Predicting sugar-sweetened behaviours with theory of planned behaviour constructs: Outcome and process results from the SIPsmartER behavioural intervention

Objective: Guided by the theory of planned behaviour (TPB) and health literacy concepts, SIPsmartER is a six-month multicomponent intervention effective at improving SSB behaviours. Using SIPsmartER data, this study explores prediction of SSB behavioural intention (BI) and behaviour from TPB constructs using: (1) cross-sectional and prospective models and (2) 11 single-item assessments from interactive voice response (IVR) technology.

Design: Quasi-experimental design, including pre- and post-outcome data and repeated-measures process data of 155 intervention participants.

Main Outcome Measures: Validated multi-item TPB measures, single-item TPB measures, and self-reported SSB behaviours. Hypothesised relationships were investigated using correlation and multiple regression models.

Results: TPB constructs explained 32% of the variance cross sectionally and 20% prospectively in BI; and explained 13–20% of variance cross sectionally and 6% prospectively. Single-item scale models were significant, yet explained less variance. All IVR models predicting BI (average 21%, range 6–38%) and behaviour (average 30%, range 6–55%) were significant.

Conclusion: Findings are interpreted in the context of other cross-sectional, prospective and experimental TPB health and dietary studies. Findings advance experimental application of the TPB, including understanding constructs at outcome and process time points and applying theory in all intervention development, implementation and evaluation phases.     

Earliest memories in Israeli kibbutz upbringing: it is parental engagement that makes a difference

Culture and parenting shape the ability to recall early childhood experiences. This research focused on the unique context of upbringing in the Israeli kibbutz and examined how cultural orientation and experiences of parental engagement in Kibbutz and non-Kibbutz settings shaped adults’ earliest memories. Participants were 108 women (study 1) and 75 women and men (study 2) who were raised in traditional kibbutz upbringing or in a non-kibbutz family setting. In addition to reporting their earliest memory and age at earliest memory, participants estimated retrospectively the amount of daily time spent in interaction with parents, caregivers, and other children during the time of earliest memory. Overall, upbringing-related variations in cultural orientation were evident in the content of memories. A prediction of later age at earliest memory due to limited opportunities for parent–child interaction characteristic of traditional kibbutz upbringing was not supported. Rather, in both studies, age at earliest memory was linked to retrospective estimation of parental engagement, after controlling for childhood ecology. Study 2 revealed also a link of age at earliest memory to retrospective estimation of involvement with non-parental caregivers. These findings are congruent with the social-interaction model’s claims about the importance of interaction with caregiving adults to autobiographical memory’s development.     

The longitudinal impact of a job crafting intervention

This study examined the impact of a job crafting intervention based on job demands-resources (JD-R) theory. We hypothesized that the intervention would influence participants’ job crafting behaviours, as well as their job demands, job resources, and personal resources. In addition, we hypothesized a positive impact of the intervention on work engagement and self-rated job performance. The study used a quasi-experimental design with a control group. Teachers (N = 75) participated in the job crafting intervention on three occasions with 9 weeks in-between the first and second measurement, and 1 year in-between the second and third measurement. Results showed that the intervention had a significant impact on participants’ job crafting behaviours, both at time 2 and time 3. In addition, the results showed a significant increase of performance feedback, opportunities for professional development, self-efficacy, and job performance 1 year after the job crafting intervention. Participants’ levels of job demands, resilience, and work engagement did not change. We discuss the implications of these findings for JD-R theory and practice.