The children\u27s coping behavior questionnaire: development and validation

Coping is defined as the actions and cognitions used to manage stressful demands. As children develop, coping becomes more refined and situation-specific. Children’s coping styles have been found to relate to distress and adjustment. Despite the importance and implications of children’s coping responses, there is no accepted standard in measuring children’s coping. Past research has had to utilize the few measures in existence, despite possible psychometric inadequacies. Therefore, the purpose of this study was to develop a psychometrically sound self-report measure of coping in children and adolescents. After initial item generation, pilot testing, and item elimination, the data were factor analyzed and reliability and validity data were obtained. Final analyses resulted in a 57-item coping measure with a three-factor solution (Diversion, Ameliorative Coping, and Destructive Coping). The measure showed strong reliability and good preliminary validity data. Results indicate that the Children’s Coping Behavior Questionnaire presents a promising new measure of youth’s coping

Psychology in Education and Health- Proceedings of the II Leipzig-Évora Scientific Meeting in Psychology

This ebook contains several papers on the application applied psychology in education, health and well-being, personality,family interactions and emotional and epistemological development.The aim of this volume is to inform the scientific community on the research on Psychology mainly made at Évora and Leipzig Universities, but also in other contexts like Mexico or Brazil.FC

Conflict avoidance in cooperative and competitive relationships : a cross-cultural study between Chinese subordinates and western superiors

Many international companies have entered China because of its expanding opportunities. However, for expatriate managers to innovate and implement their strategic plans in order to exploit these opportunities, they must know and work with their Chinese subordinates. But conflict is inevitable within organizations, especially when people with different cultural backgrounds work together. Culture not only affects people’s preferred ways of doing things but also influences their styles to deal with conflicts. Compared with Westerners, Chinese people have been found to employ indirect ways and prefer to avoid conflict. To facilitate effective communication, it is imperative for Western managers to understand why local subordinates might avoid conflicts and what strategies they will use. This paper explores the dynamic structure of conflict avoidance between Western managers and Chinese employees; we want to understand the different strategies used to avoid conflict. Specifically, this study uses the theory of cooperation and competition to predict people’s responses toward conflict avoidance. We hypothesize that conflict avoidance is not always negative but depends on the specific actions the protagonists adopt and their perceptions of the goal interdependence with each other (cooperative or competitive) greatly influence their tactics to avoid conflict. The study extends research on conflict avoidance to foreign invested companies in China and develops a typology of the dynamics of conflict avoidance. Altogether 132 face-to-face interviews were carried out in Hong Kong and Beijing, China. Participants who work with Western managers were asked to describe an incident in which they avoided a conflict with their foreign superiors; it included the setting, what occurred, the reasons, and the consequences. Then they rated specific questions on 7-point Likert-type scale based on the recalled incidents. Employees whose bosses are local managers were also recruited as a control group. Structural equation modeling and other analyses will explore the proposed model and help to compare cultural differences in handling conflicts between the Western and Chinese managers. The paper draws implications for managing in foreign invested firms

A Comparative Study of Middle School Deaf Students’ Perceptions towards Vocational Internships According to Their Gender, Grade Level and Family Income at The Special Education School of Qujing, China

The purpose of this study was to identify the demographic factors of the deaf students, to determine the deaf students’ perceptions towards vocational internships, and to compare the deaf students’ perceptions towards vocational internships at the Special Education School of Qujing according to gender, grade level and family income in 2015. A total of 147 deaf students (106 male and 41 female), from grade level 7 to vocational high school completed the survey. Statistical measures employed included frequency and percentage, mean and standard deviation, one-way ANOVA and independent samples t-test. The result of this study has indicated that gender difference was not a significant issue to impact students’ perceptions, yet the researcher discovered that students from different grade levels and different extents of family income had significant perception differences.Specifically, students from a higher grade level had higher perceptions than those from lower grade levels. In terms of family income, students from families whose monthly income was lower or included 1000 RMB had lower perceptions than other students. Recommendations for directors, teachers, the school, the students and future researchers are provided

Playing games during pandemic, why not? The IDLE upon students’ efficacy and vocabulary

Advancements in the current era and challenges during the pandemic have given rise to an urgency for education practitioners and academicians to turn to informal learning outside the classroom. This is also the case with learners of English as a Foreign Language (EFL), who need to practise the language on an ongoing basis. For this purpose, they utilise the activity of digital gaming as a form of Informal Digital Learning of English (IDLE). This research examines the self-efficacy in learning English (as affective domain) and vocabulary mastery (as cognitive domain) of students with digital gaming experience within the IDLE framework. This sequential qualitative dominant mixed-method research involved 10 respondents out of 244 students with digital gaming experience. The data were collected by using a questionnaire, interview sessions, and receptive-productive vocabulary tests. The collected data were analysed according to Bandura’s Personal Agency (1989) and Raoofi’s (2012) study on self-efficacy, using descriptive statistics for vocabulary mastery, and Kallio et al.’s (2011) InSoGa model for measuring the degree of digital gaming. It was found that students with a medium and heavy degree of playtime or gaming experience had self-efficacy and good receptive-productive vocabulary mastery. The results also showed that efficacy degrees may vary, and students’ receptive test scores were always higher than or the same as their productive test scores. The findings showed IDLE-digital gaming could sustain in-class teaching through out-of-class learning. Thus, it implies that this research supports the IDLE-digital gaming application within an academic context

Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Computational Thinking and Its Mathematics Origins through Purposeful Music Mixing with African American High School Students

Computational thinking (CT) is being advocated as core knowledge needed by all students—particularly, students from underrepresented groups—to prepare for the 21st century (Georgia Department of Education, 2017; Smith, 2016, 2017; The White House, 2017; Wing, 2006, 2014). The K–12 Computer Science Frameworks (2016), written by a national steering committee, defines CT as “the thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer” (p. 68). This project investigated current national introductory CT curricula and their related programming platforms used in high schools. In particular, the study documents the development, implementation, and quantitative outcomes of a purposeful introductory CT curriculum framed by an eclectic theoretical perspective (Stinson, 2009) that included culturally relevant pedagogy and critical play through a computational music remixing platform known as EarSketch. This purposeful introductory CT curriculum, designed toward engaging African American high school students, was implemented with a racially diverse set of high school students to quantitatively measure their engagement and CT content knowledge change. The goal of the project was to increase engagement and CT content knowledge of all student participants, acknowledging that what benefits African American students tends to benefit all students (Hilliard, 1992; Ladson-Billings, 2014). An analysis of the findings suggests that there was a significant increase in student cognitive engagement for racially diverse participants though not for the subset of African American students. Affective and conative engagement did not significantly change for racially diverse participants nor for the African American student subset. However, both the racially diverse set of students’ and their subset of African American students’ CT content knowledge significantly increased. As well, there was no significant difference between African American students and non-African American students post-survey engagement and CT content knowledge post-assessment means when adjusted for their pre-survey engagement and pre-assessment knowledge respectively. Hence, showing that purposeful music mixing using EarSketch designed toward African American students benefitted a racially diverse set of students in cognitive engagement and CT content knowledge and the African American subset of students in CT content knowledge. Implications and recommendations for further study are discussed

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Gamification as a neuroergonomic approach to improving interpersonal situational awareness in cyber defense

In cyber threat situations, the establishment of a shared situational awareness as a basis for cyber defense decision-making results from adequate communication of a Recognized Cyber Picture (RCP). RCPs consist of actively selected information and have the goal of accurately presenting the severity and potential consequences of the situation. RCPs must be communicated between individuals, but also between organizations, and often from technical to non-/less technical personnel. The communication of RCPs is subject to many challenges that may affect the transfer of critical information between individuals. There are currently no common best practices for training communication for shared situational awareness among cyber defense personnel. The Orient, Locate, Bridge (OLB) model is a pedagogic tool to improve communication between individuals during a cyber threat situation. According to the model, an individual must apply meta-cognitive awareness (O), perspective taking (L), and communication skills (B) to successfully communicate the RCP. Gamification (applying game elements to non-game contexts) has shown promise as an approach to learning. We propose a novel OLB-based Gamification design to improve dyadic communication for shared situational awareness among (technical and non-technical) individuals during a cyber threat situation. The design includes the Gamification elements of narrative, scoring, feedback, and judgment of self. The proposed concept contributes to the educational development of cyber operators from both military and civilian organizations responsible for defending and securing digital infrastructure. This is achieved by combining the elements of a novel communication model with Gamification in a context in urgent need for educational input.publishedVersio