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JAKOB SMÁRI DAVÍÐ RÚRIK MARTINSSON HJALTI EINARSSON 《Scandinavian journal of psychology》2010,51(5):392-397
Smári, J., Rúrik Martinsson, D., & Einarsson, H. (2010). Rearing practices and impulsivity/hyperactivity symptoms in relation to inflated responsibility and obsessive‐compulsive symptoms. Scandinavian Journal of Psychology, 51, 392–397. The aim of the study was to investigate potential precursors of inflated responsibility (responsibility attitudes) and obsessive‐compulsive (OCD) symptoms. It was argued that both parental overprotection and impulsivity, separately and in interaction with each other, contribute to inflated responsibility and OCD symptoms. In a large sample of young adults (N = 570), self‐report measures of OCD symptoms (OCI‐R), responsibility attitudes (RAS), anxiety/depression (HADS), rearing practices (EMBU), present and past impulsivity/hyperactivity symptoms (IMP/HY) were administered. Overprotection as well as IMP/HY were found to predict OCD symptoms as well as inflated responsibility. Finally, a significant interaction was found between IMP/HY and overprotection with regard to both OCD symptoms and inflated responsibility. This effect reflected that IMP/HY was more strongly related to OCD symptoms and responsibility in people who had not been overprotected than in people who had been. Conversely overprotection was related to OCD symptoms and responsibility in people low but not in people high in IMP/HY. The results seem to indicate that the inadequacy between offer and need for parental control may play a role in the development of OCD symptoms. 相似文献
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There are sufficient reasons to conclude that virtual education is not just hype. There are, among others, economic motivations such as bringing one learning module to a larger audience of learners, and pragmatic reasons such as achieving flexibility in time and space for learning, which is especially important for adult learners. However, from a pedagogic point of view there are some doubts. Current technologies meant for learning and working in teams are often designed for functional collaboration (e.g., sharing documents, communicating), but fail to support learning, understanding and team forming (e.g., carrying out pedagogically adequate tasks, understanding each other's work and group dynamic processes) in virtual teams. In order to understand virtual teams, we need to know how we can study learning and understanding in virtual teams. Interesting research questions are: Which concepts are important in understanding virtual teams? How can we measure those concepts, and in what type of setting (e.g., experimental study, case study)? The aim of this special issue is to provide and discuss concepts and pragmatic insights in research on learning and understanding in virtual teams. The aim of this article is to set the stage for those articles. 相似文献
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Sam Kirschner 《Family process》1985,24(4):597-598
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This study investigated the relationship between the personality variable sex guilt and a proposed physiological measure of sexual arousal (urinary acid phosphatase level). Urinary acid phosphatase levels of 43 male college students were assessed both basally and after exposure to 19 sexually themed slides. As predicted, sex guilt was inversely related to both basal acid phosphatase level and changes in acid phosphatase level upon exposure to the erotic stimuli. In addition, sex guilt scores were correlated with subjects' self-reported reactions to the erotic stimuli. The relationships obtained provided further construct validity evidence for the sex-guilt measure. Finally, the relationship between sexual arousal and urinary acid phosphatase level was explored. The data provided only partial validation for the proposed relationship between sexual arousal and urinary acid phosphatase output. 相似文献
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Kim Josefina Hubertina Dirkx Gino Camp Liesbeth Kester Paul Arthur Kirschner 《Applied cognitive psychology》2019,33(5):952-957
Although there is a large body of evidence for the utility of particular study strategies such as retrieval practice and distributed practice as memory‐enhancing instruments, they are seldom used by learners in educational practice. Thus far, the research on the use of these study strategies has focused only on undergraduate university students, oftentimes only investigating a set of predefined strategies. The question, thus, remains whether these results are generalisable to secondary school students. The present study is the first to explore the use of different study strategies by secondary school students. With the use of an open question, 316 secondary school students from three different secondary school levels were asked how they prepare for an exam when they are studying by themselves. The results show that secondary school students use study strategies considered to be suboptimal. In the discussion, we compare our findings with results of previous studies among undergraduate university students. 相似文献
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Maaike E. Prangsma Carla A. M. van Boxtel Gellof Kanselaar Paul A. Kirschner 《The British journal of educational psychology》2009,79(2):371-387
Background History learning requires that students understand historical phenomena, abstract concepts and the relations between them. Students have problems grasping, using and relating complex historical developments and structures. Aims A study was conducted to determine the effects of tasks with abstract and/or concrete visualizations on the learning of historical developments and structures. The hypothesis was that students receiving visualizations would learn and retain more historical knowledge and concepts than those not receiving visualizations. Sample First‐year pupils in vocational middle school (N = 104) worked in randomly assigned pairs. Methods After reading a text, the pairs were given a learning task in one of four conditions: Textual, Concrete visualized, Abstract visualized, and Combined. Results Post‐test and retention test results showed no significant differences. There were some significant differences on the evaluation questionnaire. Conclusions Combining text and different types of visualizations in learning tasks does not necessarily enhance history learning. Possible explanations given are the ecological setting, the semiotics of the domain of history – that are not defined clearly – and the difficulty of unequivocally visualizing historical concepts. 相似文献
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Kirschner KL 《The American journal of bioethics : AJOB》2006,6(5):30-2; discussion W30-2
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Neroni Joyce Meijs Celeste Kirschner Paul A. Xu Kate M. de Groot Renate H. M. 《Social Psychology of Education》2022,25(4):951-975
Social Psychology of Education - Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success... 相似文献