973 research outputs found
Change in First Gradersâ Science-Related Competence Beliefs During Digitally Intensive Science Workshops
The aim of this research was to examine if a set of three science and technology workshops would promote first-grade pupilsâ science-related competence beliefs. The first workshop dealt with electric circuits and related handicraft tasks. The second workshop involved programming with Lego Mindstorms robots. The third workshop was related to computer-based data logging. Fifty-nine Finnish first graders (age 7â8 years) participated in the digitally intensive science workshops, and 38 pupils served as a control group. The data were analysed using a paired samples t-test. The analysis results reveal that the set of three workshops increased the pupilsâ science and technology-related competence beliefs.Peer reviewe
Using the theory of planned behaviour as a process evaluation tool in randomised trials of knowledge translation strategies : A case study from UK primary care
Peer reviewedPublisher PD
Moving Through Adolescence: Developmental Trajectories of African American and European American Youth. VII: Problem Behaviors
In this monograph, we investigate the developmental trajectories of a predominantly middleâclass, communityâbased sample of European American and African American adolescents growing up in urban, suburban, and rural areas in Maryland, United States. Within riskâprotection and positive youth development frameworks, we selected developmental measures based on the normative tasks of adolescence and the most widely studied indicators in the three major contexts of development: families, peer groups, and schools. Using hierarchical linear growth models, we estimated adolescentsâ growth trajectories from ages 12 to 20 with variation accounted for by socioeconomic status (SES), gender, race/ethnicity, and the gender by race/ethnicity interaction. In general, the results indicate that: (a) periods of greatest risk and positive development depended on the time frame and outcome being examined and (b) on average, these adolescents demonstrated much stronger evidence of positive than problematic development, even at their most vulnerable times. Absolute levels of their engagement in healthy behaviors, supportive relationships with parents and friends, and positive selfâperceptions and psychological wellâbeing were much higher than their reported angry and depressive feelings, engagement in risky behaviors, and negative relationships with parents and peers. We did not find evidence to support the idea that adolescence is a time of heightened risk. Rather, on average, these adolescents experienced relatively stable and developmentally healthy trajectories for a wide range of characteristics, behaviors, and relationships, with slight increases or decreases at different points in development that varied according to domain. Developmental trajectories differed minimally by SES but in some expected ways by gender and race/ethnicity, although these latter differences were not very marked. Overall, most of the young people navigated through their adolescence and arrived at young adulthood with good mental and physical health, positive relationships with their parents and peers, and high aspirations and expectations for what their future lives might hold
Latina and European American Girlsâ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence
The study investigated Latina and European American adolescent girlsâ (Nâ=â345, Mâ=â15.2Â years, rangeâ=â13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girlsâ reported experiences hearing sexist comments about girlsâ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism
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