Photographs of coronal streamers from a rocket on 9 May 1967

Analysis of coronal streamers photographed by white light coronagraphs flown on Aerobee 150 vehicl

Young children's social withdrawal and teacher–child relationship quality: A cross-cultural comparison between the Netherlands and China

The present study investigated how young children's (5-to-8-year-olds) social inhibition and solitary behavior were associated with teacher–child relationship quality and whether these associations differed across the Netherlands and China. The Dutch sample included 35 teachers and 201 children (49% girls). The Chinese sample consisted of 19 teachers and 152 children (50% girls). Teachers rated children's social inhibition and solitary behavior, and their relationship (closeness, conflict) with each child. Multilevel linear modeling revealed that in both countries, social inhibition was associated negatively with closeness and solitary behavior was associated positively with conflict. These associations were equally strong in China and the Netherlands. One association differed across countries: Social inhibition was associated negatively with conflict in the Netherlands, whereas this association was not significant in China. As such, cultural values could affect how social inhibition links to teacher–child relationships. Caution is recommended when generalizing findings from one country to another country

Use of the Moon to Distinguish the F from the K Corona Using a Rocket Coronagraph During an Eclipse

F and K corona observations by rocket coronagraph during solar eclips

Solwind observations of coronal mass ejections during 1979-1985

Coronal observations have been processed for parts of each year during the interval 1979-1985. Around sunspot maximum, coronal mass ejections (CMEs) occurred at the rate of approximately 2 per day, and had a wide range of physical and morphological properties. During the recent years of relatively low sunspot number, CMEs occurred at the rate of only 0.2 per day, and were dominated by the class of so-called streamer blowout. These special CMEs maintained a nearly constant occurrence rate of roughly 0.1 per day during the entire interval

From externalizing student behavior to student-specific teacher self-efficacy:The role of teacher-perceived conflict and closeness in the student–teacher relationship

Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers’ perceptions of conflict and closeness in the student–teacher relationship were considered as the intermediary mechanisms by which individual students’ externalizing behavior generates changes in teachers’ student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 teachers. Longitudinal mediation models indicated that individual students’ externalizing behavior generally predicted higher levels of teacher-perceived conflict, which, in turn, resulted in lower student-specific TSE across teaching domains (i.e., instructional strategies, behavior management, student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing student behavior and student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in teachers’ perceptions of closeness in the student–teacher relationship

How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement

Despite the common idea that teachers’ self-efficacy (TSE) is associated with achievement, research findings in this area are ambiguous at best. In the current study, we took a multilevel perspective on the relationship between TSE and students’ academic achievement and evaluated how different levels of conceptualization and measurement of TSE may affect this association. General and student-specific TSE scales and standardized achievement tests were administered among a sample of 360 fourth-to-sixth grade students and 49 teachers from 19 regular elementary schools across the Netherlands. Doubly latent multilevel structural equation modeling was used to test for direct relationships. Results indicated that student-level TSE was positively associated, and classroom-level TSE negatively associated with reading and math achievement. Teachers’ aggregated student-specific self-efficacy was only associated with average classroom achievement in mathematics. These results illustrate how further specification of TSE scales and addressing the appropriate level of analysis may help to better explain variation in student academic outcomes and teacher self-efficacy